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The 2019-2020 coronavirus pandemic has affected educational systems worldwide, leading to widespread closures of schools and universities and social distancing. Hence, the shift to an online tool was required.

The main problem postulated is the lack of student-teacher interaction that occurs with online learning.

The Blackboard Collaborate Ultra platform was used to deliver lectures on clinical biochemistry and the reproductive module to our students. Our main goal was to achieve students’ engagement and interaction.

There were 189 male students enrolled in the reproductive module. The attendance rate was 93%-95%. The download of the recording was 100%. The active participation rate was up to 87%. Tanespimycin ic50 Hence, Blackboard Collaborate Ultra’s virtual classrooms are very useful tools for online interactive lecturing.

Based on this experience gained, we could conclude that interactive virtual classroom lecturing can be used in addition to or instead of traditional lectures during ordinary situations as a successful online learning community tool.

Based on this experience gained, we could conclude that interactive virtual classroom lecturing can be used in addition to or instead of traditional lectures during ordinary situations as a successful online learning community tool.The threat associated with physical interaction in teaching and learning timed with the COVID-19 pandemic has rendered faculty in a situation that they were not entirely prepared for. This paper describes a case study where educational videos were used in short format to help faculty progress in their adaptation to virtual teaching. The initiative describes the adaptations done to the videos and making them ore accessible to faculty. The channel experienced a 300% increase in viewership. There is an inherent need for training on using virtual classroom tools and adapting teaching strategies to these virtual tools. Using 5-7 minute videos proved useful in this area.Based on the recommendations of the Written Examination Review Committee, Faculty of Medicine Suez University (FOMSU), the Dean of the Faculty issued instructions that are necessary to establish a workshop for the faculty members at FOMSU on how to write technically correct multiple-choice questions (MCQs) as soon as possible. In addition, we should cope with the current situation (COVID-19 pandemic) that necessitates the shift from face-to-face to online/distance learning. All staff members should be trained about how to write MCQs.Many challenges had faced medical schools worldwide after the beginning of the COVID-19 pandemic. From these challenges, training of the next generation of physicians and academic staff. Adoption of online education and training with getting the benefit of technology had introduced. Egypt has another special challenge, which is the adoption of a new undergraduate competency-based program since September 2018. Hence, there is a necessity to complete the ongoing capacity building of the academic staff regarding the development of all domains of medical education. Here is a case report of interactive training assessment online courses, which proved promising. Although there is fear about the rapid, unexpected transformation, in fact, it may lead to the emergence of a new model for teaching and learning, which is a mixture between the regular and electronic methods.

As soon as the WHO declared COVID-19 a pandemic, many higher education facilities had to change their educational and teaching strategies to cope with the lockdown. Some medical schools decided to rely on online teaching while others depended on students’ self-learning abilities. Methods of assessment also changed as some medical schools implemented pass/fail exams, online examinations, and research projects while others postponed their final exams. In Egypt, medical schools started delivering their lectures online and changed the assessment criteria of the preclinical academic years to depend mainly on research and online exams while postponed the clinical rotations and final exams of the clinical years.

This study assesses medical students’ awareness of the current situation regarding the safety guidelines and their satisfaction with the solutions provided by their schools for the plans to continue their learning and the new assessment methods and criteria.

The method used for data collection is an online survey filled by medical students from around Egypt. Moreover, data were statistically analyzed using IBM statistical package SPSS for doing a Chi-squared test on two variables.

After collecting the data and analyzing responses, we found that 66.2% of students who answered the survey do not think that the safety measures taken by their universities after the return back will be enough.

This shows that the basic knowledge of COVID-19 among medical students is average and there is a need to start programs for infection control practices against COVID-19 for all medical students and professionals.

This shows that the basic knowledge of COVID-19 among medical students is average and there is a need to start programs for infection control practices against COVID-19 for all medical students and professionals.

Medical education is facing great challenges and uncertainties amidst the COVID-19 pandemic.

This article aims to provide tips that can provide a guide for medical education leaders to coordinate crisis management referring to the Egyptian context.

This work was done using a reflection on the COVID-19 response by Egyptian universities and analysis of such responses.

Medical Education Institutions are required to build a taskforce team for crisis management. These should be committed to supporting sudden online education transition, academic support, and the psychological well-being of students, staff members, health care professionals, paramedics, and faculty administration. As the situation evolves, the taskforce has to monitor the challenges and provide appropriate plans, guidance, and solutions. Leaders in medical education have a crucial role in response to the pandemic crisis in securing a successful educational process while ensuring the mental and psychological well-being of the stakeholders.

Crisis management is the skill of the future and more investment needs to be placed in designing crisis response and in enabling universities to accommodate this response.