All hands on deck: early graduation of senior medical students in the COVID-19 pandemic

Alexander, Laith; Ashcroft, James; Byrne, Matthew Henry Vincent; Wan, Jonathan

doi:10.15694/mep.2020.000096.1

Cited by 10 publications

(11 citation statements)

References 4 publications

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“…The outbreak of the COVID-19 pandemic has exerted severe pressure on global healthcare systems and stressed the already busy labor capacities within the systems, highlighting an urgent need for more medical and healthcare professions (7)(8)(9). Accordingly, countries around the world have reinstated retired doctors as well as clinical academics to clinical practice, and have given permission to final-year medical students to start working prior to their graduation (29).…”

Section: Perceived Mental Stress and Loneliness Feelings During The Covid-19 Pandemicmentioning

confidence: 99%

“…The COVID-19 pandemic has brought a heavy burden on the global health system, and soon medical demand could outpace the medical capacity globally ( 7 ). This means we need all workforce available, and some countries have already moved their senior medical students to early graduation ( 8 , 9 ). However, while being in training, medical students are missing the experience to deal with such severe situations, potentially leading to increased mental stress and in turn negatively influence their future career choice ( 10 , 11 ).…”

Section: Introductionmentioning

confidence: 99%

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Impact of the Perceived Mental Stress During the COVID-19 Pandemic on Medical Students' Loneliness Feelings and Future Career Choice: A Preliminary Survey Study

Zheng

Lin

et al. 2021

Front. Psychiatry

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The outbreak of the COVID-19 epidemic continues to unfold globally, and its negative impact on the public's mental health is starting to reveal. Serving as reserve talents for the healthcare system, medical students are not yet professionally matured enough to face one of the worst global public health crises. This may exert increased mental stress and loneliness feelings, which in turn negatively influence medical students' future career choice. To address the issue, we conducted three online survey studies investigating how the epidemic affects the mental health as well as career attitude of medical students in China during the COVID-19 pandemic outbreak. The results revealed preliminary evidence showing that the perceived stress induced by the COVID-19 epidemic might negatively affect medical students' future career choice, and the feeling of loneliness may play a mediating role. This study invites more attention to medical students' mental health during severe public health crisis such as the COVID-19 pandemic.

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Section: Perceived Mental Stress and Loneliness Feelings During The Covid-19 Pandemicmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of the Perceived Mental Stress During the COVID-19 Pandemic on Medical Students' Loneliness Feelings and Future Career Choice: A Preliminary Survey Study

Zheng

Lin

et al. 2021

Front. Psychiatry

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“…Planning for OSCEs usually occurs over many months, however the unprecedented arrival of COVID-19 required the team to be dynamic and agile as the level of restrictions constantly changed often at short notice. Alexander and colleagues stated the "The pandemic should not be a time of educational stasis, it is a chance to harness the power of technology and novel educational tools", and the same should be said for assessment (Alexander et al, 2020). Ten days prior to the examination our challenge was to embrace technology and adapt rapidly to the new requirements whilst maintaining the authenticity and validity of these high stakes supplementary OSCEs.…”

Section: Embracing Technologymentioning

confidence: 99%

Managing the COVID-19 risk: the practicalities of delivering high stakes OSCEs during a pandemic

Canning¹,

Freeman²,

Curran³

et al. 2020

MedEdPublish

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The impact of the COVID-19 pandemic on the teaching and assessment of clinical skills continues to pose significant challenges for healthcare education providers worldwide. In March 2020 Duke-National University of Singapore (Duke-NUS) Medical School demonstrated how to design and implement clinical skills examinations (OSCEs) in the early phase of COVID-19. As governing bodies continue to revise restrictions to help 'flatten the curve', educational institutions have to undertake a rapid review of assessment practices and adapt to this everchanging environment. This case study describes the risk-assessments and challenges faced when delivering high stakes OSCEs during the COVID-19 pandemic. We also describe successful mitigation strategies implemented to combat these risks, and how we also embraced and leveraged technology in a very creative way despite the restrictions and constrained environment. We describe and share practical guidance that may be of help or interest to healthcare education providers across all disciplines on how to effectively deliver clinical and procedural skills examinations that are authentic, valid and comply with the strict national COVID-19 restrictions implemented during this time.

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“…Medical schools witnessed additional responsibility to continue with the curriculum, to enable timely graduation of the students of 2020, in order to support the overwhelmed healthcare systems battling the pandemic [14,15]. The College of Medicine and Medical Sciences at the Arabian Gulf University (CMMS-AGU) was among the rst institutions in the region that embraced this transition very systematically [16].…”

Section: Introductionmentioning

confidence: 99%

Online, face-to-face, or blended learning? Faculty and medical students’ perception during the COVID-19 pandemic: A mixed-method study

Atwa

Shehata

Al-Ansari

et al. 2021

Preprint

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Background: The COVID-19 pandemic forced educational institutions to adopt online methods which were inevitable to keep the continuity of education across all academia after the suspension of traditional educational systems. The aim of this study was to explore the experience of faculty and students of online learning and their preference of the mode of learning after the pandemic.Methods: This is a mixed-method study that encompassed a quantitative component (researcher-made survey consisting of 22 items under three domains) and a qualitative component (focus group discussions). Quantitative data analysis was done, and quantitative variables were presented as means and standard deviations. Paired samples t-test and Chi-square test were used. A p-value ˂ 0.05 was considered as a cut-off point of statistical significance. Thematic analysis of qualitative data was used to code, interpret, and make sense of the data. Results: The mean scores of responses of faculty members and students were in favor of face-to-face and blended learning compared to online learning in all survey items with a statistically significant difference. More than half of the students preferred the face-to-face mode of learning, while most of the faculty preferred the blended mode of learning.Qualitative analysis identified five themes and revealed suggestions that at least 30% of the curriculum could be taught online post-COVID-19. Some aspects of clinically oriented teaching including history taking and case discussions can also be delivered online in the future. Faculty members and students reported that dealing with online education was not difficult, although the transition was not smooth. Conclusion: The study revealed that although online learning is the possible educational adaptation during the pandemic, medical students and faculty still prefer face-to-face and blended modes of learning for their higher benefits.

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All hands on deck: early graduation of senior medical students in the COVID-19 pandemic

Cited by 10 publications

References 4 publications

Impact of the Perceived Mental Stress During the COVID-19 Pandemic on Medical Students' Loneliness Feelings and Future Career Choice: A Preliminary Survey Study

Impact of the Perceived Mental Stress During the COVID-19 Pandemic on Medical Students' Loneliness Feelings and Future Career Choice: A Preliminary Survey Study

Managing the COVID-19 risk: the practicalities of delivering high stakes OSCEs during a pandemic

Online, face-to-face, or blended learning? Faculty and medical students’ perception during the COVID-19 pandemic: A mixed-method study

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