Comparing the preventive behavior of medical students and physicians in the era of COVID‐19: Novel medical problems demand novel curricular interventions

Abstract

The global challenge presented by COVID-19 is unparalleled. Shortages in healthcare staff and manpower bring the practical skills of medical students under the spotlight. However, before they can be placed on hospital frontlines, it is crucial to assess their preparedness for patient interaction. This can be achieved by comparing their behavioral dynamics to those of physicians. An online questionnaire was administered between March 20, 2020 and March 27, 2020. The preventive strategies adopted by medical students and physicians at different ages and levels of education were compared by using chi-square test where a p value of <0.05 was considered statistically significant. We report that the demonstration of preventive behaviors increased with educational attainment and age. Older age groups avoided crowded areas, wore more masks, used disinfectants and did not touch their faces as compared to the younger participants (p < 0.001). Similarly, postgraduate doctors used more masks and disinfectants as compared to graduate doctors and medical students (p < 0.001). Based on our results, the lack of preventive behavior shown by medical students has implications for policy makers. We recommend shortand long-term changes to medical programs and admissions policies to equip medical students with the personal and professional skills to better contribute to the healthcare system in the present pandemic and beyond.

Protective Behavior in Course of the COVID-19 Outbreak—Survey Results From Germany

“…A study among adults who were studying at a medical university or completed their medical education showed that both educational attainment and medical education is associated with protective behavior. Higher educated people adopted more preventive measures like wearing masks or using disinfectants (16). Another recent study from Saudi Arabia reported similar results, i.e., higher educated participants were more likely to adopt protective practices (17).…”

Medical education challenges and innovations during COVID-19 pandemic

“…87 Haque et al further showed that adherence to preventive measures increased with age and educational attainment. 89 The latter indicate that in spite of knowledge and skills remaining a prerequisite, readiness to respond to pandemic-related duties varies between students and depends on their age, stimuli and experience.…”

Framework for curriculum delivery during COVID-19 pandemic in a health sciences university

“…[ 1 ] Several teaching hospitals had announced the presence of COVID-19 cases between medical students, resulting in suspending them from attending their clinical training and its related continuous assessment process. [ 15 16 17 ] The prolonged pandemic and the fear of getting students infected with the COVID-19 have restricted exposure to workplace skills, causing an unavoidable effect on examination competency and performance. [ 17 ] Moreover, the situation was more complex for those students heading for high stakes examinations and final-year examinations.…”

“…[ 15 16 17 ] The prolonged pandemic and the fear of getting students infected with the COVID-19 have restricted exposure to workplace skills, causing an unavoidable effect on examination competency and performance. [ 17 ] Moreover, the situation was more complex for those students heading for high stakes examinations and final-year examinations. Those students had lost their last chance for senior-level clinical exposure to real-life clinical situations that could have sharpened their skills and improved their educational outcomes before their final assessment and the subsequent independent practice.…”

“…The variability between universities in information technology infrastructure, experiences, students' preparedness, and facility availability has stood as major struggles. [ 2 17 ] A complete online course delivery requires an elaborated structure design, delivery methods and teaching materials, presence of audio and video-designed instructions, and well-trained technology support teams. Due to the sudden emergence of COVID-19 pandemic, most faculty across the world have experienced challenges related to inadequacies in their online curriculum teaching experience, training, and support from educational technology teams.…”