© The Author(s). 2023 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons. org/licenses/by-nc/4.0/), which permits unrestricted use, distribution, and non-commercial reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. RESEARCH ARTICLE personnel, facilities, and funds. Changes were made to reduce the spread and to ensure social distancing norms. Outpatient services were restricted, elective surgeries were canceled, and leading to a decrease in the spectrum and volume of patients. 9–11 Delhi, being the capital and well-connected internationally, was particularly hit by this pandemic. 12, 13 The spike in the number of COVID-19 cases overburdened the internists, intensivists, and emergency physicians who were involved in the care of these patients. 14 To address this challenge, many teaching hospitals deployed residents across their specialty boundaries in COVID-19 care and transitioned to virtual academic activities. 13 These transitions had a wide-ranging impact on the I NTRODUCTION Postgraduate (PG) residents receive most of their training in the hospital, commonly referred to as “on-the-job training.” 1 The main goal of this training is to achieve sufficient competence so as to deliver effective and safe patient care. 2 The Association of American Medical Colleges (AAMC), specify that residents are above all learners, and their educational needs should, thus, be the cardinal determinant of any patient care service. 3 The success of any adult education program, however, depends on the quality of the education environment, which includes several factors like workload, ability to provide continuity of care, perception of autonomy, defined duty hours, perceptions of teaching, and social support. Several standardized questionnaires have been used in the past to assess the perception of postgraduate residents of their training programs. 4 In December 2019, the first few cases of a novel coronavirus were reported from Wuhan. This virus was subsequently sequenced and identified as severe acute respiratory syndrome coronavirus 2 or COVID-19. The virus spread rapidly across the globe within a period of a few months. The World Health Organization declared COVID-19 as a pandemic on 11 th March 2020. 5 With a sharp rise in COVID-19 cases, both developed and developing countries faced a healthcare crisis. 6 In India, for adequate preparedness and consolidation of resources, the government announced a nationwide lockdown on 25 th March 2020. 7 , 8 Also, COVID-19 became the prime focus of the Indian healthcare system. This led to the reallocation of resources, that is, materials, 1,3 Department of Pathology, University College of Medical Sciences (UCMS), Delhi, India 2 Department of Radiology, University College of Medical Sciences (UCMS), Delhi, India Corresponding Author: Saloni Dagar, Department of Radiology, University College of Medical Sciences (UCMS), Delhi, India, Phone: +919899065397, e-mail: dagar.saloni@gmail.com How to cite this article: Jha T, Dagar S, Diwaker P. Impact of Coronavirus Disease 2019 on Postgraduate Training: Comparison of Dedicated and Nondedicated Coronavirus Disease 2019 Centers. J Postgrad Med Edu Res 2023;57(2):70–78. Source of support: Nil Conflict of interest: None Impact of Coronavirus Disease 2019 on Postgraduate Training: Comparison of Dedicated and Nondedicated Coronavirus Disease 2019 Centers Tanvi Jha 1 , Saloni Dagar 2 , Preeti Diwaker 3 Received on: 13 December 2021; Accepted on: 14 November 2022; Published on: 31 May 2023 A BSTRACT Background: Postgraduate (PG) residents receive most of their training “on the job.” As coronavirus disease 2019 (COVID-19) became the singular focus, changes were made in healthcare delivery that had a wide-ranging impact on the education of PG residents. In this study, we aimed to evaluate and compare the perception of PG residents of dedicated and nondedicated COVID-19 care centers towards the effects of the COVID-19 pandemic on their own educational environment. Methods: A 13-item, pretested questionnaire was used. A total of 267 PG residents from two dedicated and two nondedicated government COVID-19 centers voluntarily participated in the study. Data were analyzed using Statistical Package for the Social Sciences (SPSS) v23. Results: Out of 267 residents, 96.6% felt that the pandemic had affected their training and this perception was significantly higher (p = 0.018) amongst those working in dedicated COVID-19 facilities. Decreased motivation, poorer attention span, fewer learning opportunities relevant to their branch, irregular online teaching, absence of practical training, increased workload, and inability to learn from and interact with their seniors and faculty are some of the other problems identified. Only 6% of residents believed that they were adequately trained for their professional career postresidency and about 66.7% of residents felt the need to repeat their residency as they felt undertrained. Conclusion: In view of the protracted nature of the pandemic, there is an urgent need to address the concerns of PG residents and come up with innovative solutions to problems identified in their training so as to ensure a timely well-prepared batch of PG without lowering the standard of medical education. Keywords: Coronavirus disease 2019, Medical education, Novel coronavirus, Pandemic, Postgraduate training. Journal of Postgraduate Medicine, Education and Research (2023): 10.5005/jp-journals-10028-1611