A review of pandemic-driven remote learning postgraduate medical education developments surveyed four online databases to inform the Best Evidence Medical Education (BEME) Guide No. 71. Fifty-one publications were included and 15 collaborations were featured, including international partnerships and national networks of program directors. Thirty-nine developments characterized online transitions of existing educational offerings and 12 defined new developments. Synchronous activities were incorporated into most interventions, with virtual engagement advanced via chat, virtual whiteboards, polling and breakout rooms. Educators' technology use mainly supplanted traditional practice, while learners' engagement was primarily interactive. A moderate to high risk of bias in study reporting and methodology was exposed by quality evaluation. Reaction was evaluated in 45 developments, while attitudes, knowledge or skills were assessed in 25, and behavior was assessed in two. Eighteen publications disclosed social media or other outcomes such as reach, engagement, and participation. Eroding social interactions, little hands-on experience, technology challenges and study design issues were constraints. The authors conclude that this review can guide educators in optimizing learning in the post-pandemic era. "Future developments would benefit from leveraging collaborations, considering technology integration frameworks, underpinning developments with theory, exploring additional outcomes and designing and reporting developments in a manner that supports replication," they advise.

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