COVID-19: the Emerging Role of Medical Student Involvement

Patrinely, James R.; Zakria, Danny; Berkowitz, Sean T.; Johnson, Douglas B.; Totten, Douglas J.

doi:10.1007/s40670-020-01052-6

Cited by 15 publications

(24 citation statements)

References 6 publications

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“…Hence, students could have a leading role in public service. During the current COVID-19 era, this role is recommended particularly for university students in Health Schools/Faculties, through the promotion of clear scientific-based helpful messages (e.g., the role of vaccination as a cornerstone in public health) [ 49 , 50 ]. In addition, previous evidence showed that university students can comprise a core group that would be helpful in addressing vaccine hesitancy through promoting a positive attitude towards vaccination [ 51 ].…”

Section: Discussionmentioning

confidence: 99%

“…Other potential roles that students can play during the current pandemic entail informing peers/relatives about the importance of preventive measures (e.g., use of masks and physical distancing) [ 49 ]. In addition, university students can help to identify and rectify falsified messages about various aspects of COVID-19, including those related to vaccination.…”

Section: Discussionmentioning

confidence: 99%

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Low COVID-19 Vaccine Acceptance Is Correlated with Conspiracy Beliefs among University Students in Jordan

Sallam

Dababseh

Eid

et al. 2021

IJERPH

165

156

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Vaccination to prevent coronavirus disease 2019 (COVID-19) emerged as a promising measure to overcome the negative consequences of the pandemic. Since university students could be considered a knowledgeable group, this study aimed to evaluate COVID-19 vaccine acceptance among this group in Jordan. Additionally, we aimed to examine the association between vaccine conspiracy beliefs and vaccine hesitancy. We used an online survey conducted in January 2021 with a chain-referral sampling approach. Conspiracy beliefs were evaluated using the validated Vaccine Conspiracy Belief Scale (VCBS), with higher scores implying embrace of conspiracies. A total of 1106 respondents completed the survey with female predominance (n = 802, 72.5%). The intention to get COVID-19 vaccines was low: 34.9% (yes) compared to 39.6% (no) and 25.5% (maybe). Higher rates of COVID-19 vaccine acceptance were seen among males (42.1%) and students at Health Schools (43.5%). A Low rate of influenza vaccine acceptance was seen as well (28.8%), in addition to 18.6% of respondents being anti-vaccination altogether. A significantly higher VCBS score was correlated with reluctance to get the vaccine (p <0.001). Dependence on social media platforms was significantly associated with lower intention to get COVID-19 vaccines (19.8%) compared to dependence on medical doctors, scientists, and scientific journals (47.2%, p <0.001). The results of this study showed the high prevalence of COVID-19 vaccine hesitancy and its association with conspiracy beliefs among university students in Jordan. The implementation of targeted actions to increase the awareness of such a group is highly recommended. This includes educational programs to dismantle vaccine conspiracy beliefs and awareness campaigns to build recognition of the safety and efficacy of COVID-19 vaccines.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Low COVID-19 Vaccine Acceptance Is Correlated with Conspiracy Beliefs among University Students in Jordan

Sallam

Dababseh

Eid

et al. 2021

IJERPH

165

156

View full text Add to dashboard Cite

show abstract

“…As Covid-19 was classified as a global pandemic in March 2020, medical student clinical placements were paused to allow providers to focus exclusively on care delivery and to reduce transmission of infection [ 1 ]. Innovative online and technology-enhanced learning and assessments were rapidly trialled and implemented across the undergraduate medical education sector [ 2 ]. Telemedicine and teleteaching were implemented by many medical schools as mechanisms to provide some clinical learning opportunities [ 3 ], acknowledging that these cannot compensate for patient-student engagement opportunities, particularly for more junior students, whose clinical skills would still be in early development [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Qualitative exploration of medical student experiences during the Covid-19 pandemic: implications for medical education

Nolan

Owen

2021

BMC Med Educ

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Background During the Covid-19 pandemic medical students were offered paid roles as medical student healthcare assistants. Anecdotal reports suggested that students found this experience rich for learning. Previous studies have explored alternative models of student service, however this defined medical student support role is novel. Methods Individual semi-structured interviews were recorded with 20 medical students at a UK medical school exploring their experiences of placement learning and experiences of working as healthcare assistants. Responses were analysed qualitatively using a framework approach. The framework was developed into a model describing key findings and their relationships. Results Interviews yielded data that broadly covered aspects of (1) Medical students’ experiences of clinical placement learning (2) Medical students’ experiences of working as medical student healthcare assistants (3) Learning resulting from working as a healthcare assistant (4) Hierarchies and professional barriers in the clinical environment (5) Influences on professional identity. Participants described barriers and facilitators of clinical learning and how assuming a healthcare assistant role impacted on learning and socialisation within the multidisciplinary team. Students became increasingly socialised within the healthcare team, contributing directly to patient care; the resulting social capital opened new opportunities for learning, team working and enhanced students’ interprofessional identity. Students described the impact of these experiences on their aspirations for their future practice. Conclusions Changes to work patterns in healthcare and delivery models of medical education have eroded opportunities for students to contribute to healthcare delivery and be embedded within a team. This is impacting negatively on student learning and socialisation and we suggest that medical curricula have much to learn from nursing and allied health professional training. Longitudinal embedment with a multidisciplinary team, where students have a defined role and work directly with patients may not only add value to clinical service, but also overcome current barriers to effective placement learning and interprofessional identity formation for medical students.

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“…As Covid-19 was classi ed as a global pandemic in March 2020, medical student clinical placements were paused to allow providers to focus exclusively on care delivery and to reduce transmission of infection (1). Innovative online and technology-enhanced learning and assessments were rapidly trialled and implemented across the undergraduate medical education sector (2). Telemedicine and teleteaching were implemented by many medical schools as mechanisms to provide some clinical learning opportunities (3), acknowledging that these cannot compensate for patient-student engagement opportunities, particularly for more junior students, whose clinical skills would still be in early development (4).…”

Section: Introductionmentioning

confidence: 99%

“…Their potential role in the transmission of infection and the depletion of limited personal protective equipment (PPE) meant that they were excluded from clinical environments. However, with predictions of signi cant staff shortages as patient care needs increased and as health workers themselves became unwell, the possibility for medical students to support the clinical workforce was explored (11) (2). Student response teams identi ed both clinical and non-clinical roles where medical students could assist and proposed this as a model that organisations could adopt, working with student volunteers (12).…”

Section: Introductionmentioning

confidence: 99%

Qualitative Exploration of Medical Student Experiences during the Covid-19 Pandemic: Implications for Medical Education

Nolan

Owen

2021

Preprint

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Background During the Covid-19 pandemic medical students were offered paid roles as medical student healthcare assistants. Anecdotal reports suggested that students found this experience rich for learning. Previous studies have explored alternative models of student service, however this defined medical student support role is novel.Methods Individual semi-structured interviews were recorded with 20 medical students at a UK medical school exploring their experiences of placement learning and experiences of working as healthcare assistants. Responses were analysed qualitatively using a framework approach. The framework was developed into a model describing key findings and their relationships.Results Interviews yielded data that broadly covered aspects of 1. Medical students’ experiences of clinical placement learning 2. Medical students’ experiences of working as medical student healthcare assistants 3. Learning resulting from working as a healthcare assistant 4. Hierarchies and professional barriers in the clinical environment 5. Influences on professional identity. Participants described barriers and facilitators of clinical learning and how assuming a healthcare assistant role impacted on learning and socialisation within the multidisciplinary team. Students became increasingly socialised within the healthcare team, contributing directly to patient care; the resulting social capital opened new opportunities for learning, team working and enhanced students’ interprofessional identity. Students described the impact of these experiences on their aspirations for their future practice.Conclusion Changes to work patterns in healthcare and delivery models of medical education have eroded opportunities for students to contribute to healthcare delivery and be embedded within a team. This is impacting negatively on student learning and socialisation and we suggest that medical curricula have much to learn from nursing and allied health professional training. Longitudinal embedment with a multidisciplinary team, where students have a defined role and work directly with patients may not only add value to clinical service, but also overcome current barriers to effective placement learning and interprofessional identity formation for medical students.

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COVID-19: the Emerging Role of Medical Student Involvement

Cited by 15 publications

References 6 publications

Low COVID-19 Vaccine Acceptance Is Correlated with Conspiracy Beliefs among University Students in Jordan

Low COVID-19 Vaccine Acceptance Is Correlated with Conspiracy Beliefs among University Students in Jordan

Qualitative exploration of medical student experiences during the Covid-19 pandemic: implications for medical education

Qualitative Exploration of Medical Student Experiences during the Covid-19 Pandemic: Implications for Medical Education

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