A competency-based digital medical education model in conflict-affected settings.

Karim Qayumi¹, Farid Omar², Masood Noora², Seyedeh Toktam Masoumian Hosseini^2,3, Mohsen Masoumian Hosseini², Asmat Naebkhilh², Sohaila Aziz², Parwin Mansurih², Somaya Waqef², Nasrin Oryakhil⁴, Anoosha Wahidi², Hasiba Karimi², Anmol Kapoor², Sayed Fekrat², Manizha Noorandish², Farida Homa Tanin², Zahra Rostami², Hamida Ebadi², Hamasa Ebadi², Roohullah Shabon², Yaar Mohammed², Shafiqa Allahyar², Aurelia Soltan², Mariam Hazhir², Stefan Wisbauer⁵, Mohibullah Waziri⁴, Alberto Ferrereso⁶

¹Department of Surgery, University of British Columbia, Vancouver, Canada.

²Canadian Virtual Medical University Initiative (CVMUI), Canada.

³Department of Nursing, School of Nursing and Midwifery, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran.

⁴CanHealth International, Vancouver, Canada.

⁵Co-Chief Executive Officer, Lecturio, Leipzig, Germany.

⁶Department of Surgery, University of Buenos Aires, Buenos Aires, Argentina.

PubMed PMC DOI PDF

Abstract

BACKGROUND: Medical education in conflict-affected settings faces severe barriers, including collapsed infrastructure, faculty shortages, and sex-based exclusion. This study evaluated first-term learning outcomes among Afghan female medical trainees whose university education was interrupted following restrictions on women's access to higher education. Most participants resided in Afghanistan, wit…

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