nephrology. Kidney Int 79: 797–799, 2011 15. Maursetter L, Thompson M: Medical education research can improve the future of nephrology and applies to all types of practice. ASN Kidney News 4(5): 18–19, 2012 16. Lane C, Brown M: Alignment of nephrology training with workforce, patient, and educational needs: An evidence based proposal. Clin J Am Soc Nephrol 6: 2681–2687, 2011 17. Kohan DE: Training the next generation of nephrologists. Clin J Am Soc Nephrol 6: 2564–2566, 2011 18. Rosner MH, Park M, Kohan D: Nephrology as a career choice: A survey of medical students [abstract]. J Am Soc Nephrol, 20[Suppl]: SA–PO2867, 2009 19. Torri D, Sparks M, Calderon K, Shah H, Jhaveri KD: Life after ren Adapting Nephrology Training Curriculum in the Era of COVID-19 Amanda Cunningham1 , Wayne Hung1, Adeera Levin1, and Abeed Jamal1 Abstract Purpose of review: The COVID-19 pandemic has widespread implications not only for clinical practice but also for academic medicine and postgraduate training. The need to promote physical distancing and flexibility within our department has generated important revisions to the core curriculum for the Adult Nephrology Training Program in Vancouver, Canada. Sources of information: We reviewed available educational resources and objectives to develop curricular adaptations informed by staff and trainee feedback. Methods: Many facets of the program including clinical rotations, scholarly activities, evaluation, and wellness have been impacted, and thus revised for online delivery where possible. Trainees have personalized a learning plan based on individual goals and supplemented by a list of internet-based resources for independent review. Changes in learning objectives and methods for specific rotations have occurred and are described. Ongoing evaluation will be undertaken. Key findings: Curriculum adaptation in the era of COVID-19 is necessary to ensure ongoing high-quality education for future nephrologists. We describe existing changes to formal training in British Columbia (BC), which will be tailored as the pandemic evolves, and anticipate them to have lasting impact on the way we structure training programs in the future. Standardization and harmonization of modified curriculum may be possible across Canada with sharing of these learnings. Limitations: Formal evaluation of these changes in terms of knowledge acquisition and examination performance has not yet been undertaken. Next steps will include assessing and documenting the impact of this curricular transformation to further optimize scheduling, educational yield, and trainee wellness. Keywords COVID-19, pandemic, medical education, curriculum design, nephrology training Received August 11, 2020. Accepted for publication December 23, 2020. 2 Canadian Journal of Kidney Health and Disease clerkship electives and classroom learning.3 However, residents have also identified the need for restructuring programs to suit these unexpected circumstances.4 Given the cancelation of elective surgeries and limitations placed on procedural and surgical practice, novel curriculum adaptations have mainly come from specialties such as urology, orthopedics, and otolaryngology thus far.5-7 Specific to nephrology, recent literature from programs in the United States describe clinical adaptations, practical suggestions to optimize virtual medical education, and reflections on the pandemic itself.8-10 In India, efforts have been made to reinvent teaching during this time, by capitalizing on technology such as messenger applications and FOAMed (Free Open-Access Medical Education).11 Many other Royal-College-accredited programs have undertaken curriculum revision during the pandemic, but we aim to document our experience as an innovative model for nephrology training in Canada. The core nephrology curriculum in most Canadian academic centers consists of a set of learning objectives, achieved through experiential clinical exposures and formal didactic sessions. During the COVID-19 pandemic, where physical distancing has disrupted much of these prescheduled activities, we sought to develop and execute a modified curriculum for Year 1 and 2 of core training, and to consider how incoming fellows may be affected by ongoing restrictions. This has required prompt attention and collaborative efforts by all involved to ensure we continue to fully prepare future nephrologists for practice. Methods We conducted a review of existing objectives as outlined locally, as well as by the Royal College in the list of Entrustable Professional Activities for Nephrology.12 A small group of fellows and staff evaluated potential resources and proposed modifications, including online content, applicable technology, and availability of our usual instructors to continue teaching via new platforms. Further discussion highlighted strategies that would promote exposure to broad clinical scenarios, enable review and feedback, ensure core concepts were conveyed, and capture the unique learning opportunities presented by the pandemic itself. Some of the most impressive historical advancements in science and medicine have risen out of difficult circumstances. We are eager to contribute and share strategies for