Differences in medical education before, during, and in the post-peak period of the COVID-19 pandemic—exploring senior medical students’ attitudes

Abstract

Background The burden that COVID-19 has brought to the economy, healthcare systems, and education is unmatched. Public health and social measures were implemented to halt transmission. Thus, social gathering and in-person learning, core aspects of medical education, were interrupted. Studies have documented the detrimental impact students graduating during the pandemic have had on their confidence and skills. However, data comparing pre-pandemic, pandemic, and post-peak students still lack. This study aimed to identify senior medical students' attitudes regarding their education and compare them according to the three previously described periods. Methods In this cross-sectional study, the survey employed was designed based on a previous questionnaire and applied to senior medical students before graduating between January 2018 and June 2022. Answers were collected using a three-point Likert scale and Yes/No questions. Associations between variables were examined using Chi-squared, Fisher’s Exact tests, and ANOVA, employing logistic regression to calculate odds ratio (OR) when appropriate. Results A total of 679 responses were analyzed. Most students (59%) were women. Up to 383, 241, and 55 senior medical students answered the survey before, during, and in the post-peak period of the COVID-19 pandemic, respectively. There was a staggering decrease in the percentage of students in the post-peak compared to the pre-pandemic period that considered certain factors such as being taught about the doctor-patient relationship (62% vs 75%), practicing teamwork (33% vs 54%), preclinical & clinical subjects (44% vs 63%), and being taught to conduct research (22% vs 32%) as “very useful” to their professional traineeship. There was a significant difference between pre-pandemic, pandemic, and post-peak students when asked if the study curriculum accomplished the goal of training a professional with integrity (89% vs 66% vs 64%, p < 0.001), respectively. In a multivariate analysis graduating during the pandemic (OR 3.92; 95% CI, 2.58–5.94) and in the post-peak period (OR 4.24; 95% CI, 2.23–8.07) were independent factors for the appreciation that the study curriculum did not meet its objective. Conclusions The pandemic has hindered medical education. Students’ appreciation of their instruction has deteriorated. Urgent interventions that halt the negative impact on training, ensure readiness for future problems and improve schooling worldwide are needed.

Education in focus: Significant improvements in student learning and satisfaction with ophthalmology teaching delivered using a blended learning approach

“…HPE involves hands on learning and elements of teamwork and effective communication. Online learning has been associated with poor engagement and during the COVID-19 pandemic, reduced interpersonal interaction [ 41 ], and has also been associated with lower levels of preparedness and a lack of hands-on training [ 42 ]. Our revised BL curricula, including online learning with in-person seminars and practical patient centred sessions, improved students self-reported problem solving, analytical skills and ability to work as part of team.…”

Future healthcare professionals on working conditions in Poland: perspective of medical university students

“…Medical students' opinions and initiatives of institutions shaping the knowledge and skills of medical staff are an area of interest and practical activities in many countries. An important element of improving the competences is the ability to respond to new, often quite unpredictable challenges related to the health of the population and managerial skills [23][24][25][26].…”

Effects of the First Wave of the COVID-19 Pandemic on the Work Readiness of Undergraduate Nursing Students in China: A Mixed-Methods Study

“…A cross-sectional survey of medical students has indicated a concerning decline in the proportion of students who believe that university programs achieved their primary objectives during and after the pandemic, compared to pre-pandemic levels. 42 Consequently, universities and practice hospitals should enhance online teaching resources, bolster teachers' proficiency in online teaching, and prioritize clinical practice training and guidance for students. This will enable a seamless transition from face-to-face teaching to online instruction in the event of a similar public health crisis.…”