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In the past few months, the COVID-19 pandemic has had an unprecedented impact on the affected societies. Governments worldwide have implemented various ‘lockdown’ approaches to ‘flatten the curve’ and avoid overburdening the healthcare system, particularly intensive care units. This affects the entire world population, either through direct health effects or by the ensuing global economic crisis which is now unfolding. Undoubtedly, Perspectives on Medical Education readers have witnessed the effects of the COVID-19 pandemic on the medical education community. Most medical faculties and hospitals responded to the impending or emerging healthcare crisis by upscaling the COVID-19 care. Triage tents and separation of ‘dirty’ and ‘clean’ care were instituted at emergency rooms, ICUs expanded into operating theatres and recovery rooms. All ‘non-essential’ care was downscaled: operations postponed, follow-up visits cancelled or rescheduled into video consultations, hospital staff urged to work from home as much as possible. A major operation carried out under enormous time pressure in most hospitals—everyone wanted to avoid the healthcare system overflow that Wuhan in China and Lombardy in northern Italy experienced. In this pressure cooker, most hospitals and medical faculties did not consider providing medical education to students, clinical clerks, and residents a priority. Residents from non-COVID departments were mobilised and put to work at COVID-19-cohort

COVID-19: a&nbsp;unique learning opportunity if the well-being of learners and frontline workers is adequately supported

COVID-19: a unique learning opportunity if the well-being of learners and frontline workers is adequately supported