Examining medical student volunteering during the COVID-19 pandemic as a prosocial behaviour during an emergency

Abstract

Purpose Understanding the factors that influence prosocial behaviour during the COVID-19 pandemic is essential due to the disruption to healthcare provision. Methods We conducted an in-depth, mixed-methods cross-sectional survey, from 2 May 2020 to 15 June 2020, of medical students at medical schools in the United Kingdom. Data analysis was informed by Latané and Darley’s theory of prosocial behaviour during an emergency. Results A total of 1145 medical students from 36 medical schools responded. Although 947 (82.7%) of students were willing to volunteer, only 391 (34.3%) had volunteered. Of the students, 92.7% understood they may be asked to volunteer; however, we found deciding one’s responsibility to volunteer was mitigated by a complex interaction between the interests of others and self-interest. Further, concerns revolving around professional role boundaries influenced students’ decisions over whether they had the required skills and knowledge. Conclusion We propose two additional domains to Latané and Darley’s theory that medical students consider before making their final decision to volunteer: ‘logistics’ and ‘safety’. We highlight modifiable barriers to prosocial behaviour and provide suggestions regarding how the conceptual framework can be operationalized within educational strategies to address these barriers. Optimizing the process of volunteering can aid healthcare provision and may facilitate a safer volunteering process. Key messages What is already known on this topic: There is a discrepancy between the number of students willing to volunteer during pandemics and disasters, and those who actually volunteer. Understanding the factors that influence prosocial behaviour during the current COVID-19 pandemic and future pandemics and disasters is essential. What this study adds: We expanded on Latané and Darley’s theory of prosocial behaviour in an emergency and used this to conceptualize students’ motivations to volunteer, highlighting a number of modifiable barriers to prosocial behaviour during the COVID-19 pandemic. How this study might affect research, practice, or policy: We provide suggestions regarding how the conceptual framework can be operationalized to support prosocial behaviours during emergencies for the ongoing COVID-19 pandemic and future crises.

Volunteering as prosocial behaviour by medical students following a flooding disaster and impacts on their mental health: A mixed‐methods study

“…Fisher's exact tests were used to determine significant associations between student experience during the floods and self-reported impact on their well-being. The question regarding self-report impact was on a scale of 1-10 and scores were dichotomised to <5 and Qualitative data were analysed using content analysis, 44,45 and the following steps were taken to ensure rigour: (i) Verbatim focus group transcripts, qualitative responses to surveys and reflective summaries were uploaded into QSR NVivo V.9 46 ; (ii) JB and KR (two experienced qualitative researchers) independently read and re-read the data to get a sense of the whole, and to gain a general understanding of respondents' feedback, while making reflection notes during the process; (iii) JB deductively coded the qualitative data according to Byrne and colleagues framework of prosocial behaviour, 5 writing notes and headings that described the content;…”

“…4 Volunteering is a form of prosocial behaviour that has been recognised as beneficial for medical students, contributing to the development of positive professional identity, empathy and compassion, and skills in communication and teamwork. [5][6][7][8][9][10] In their 1970 theory of prosocial behaviour during an emergency, Latane and Darley outlined a five-step process that influences an individual's decision to assist, 11 which Baron et al argued to be the same for volunteering. 12 Byrne et al's recent research on how Latane and Darley's theory of prosocial behaviour applied to medical student volunteering during COVID-19 5 added two further factors related to safety and logistics.…”

“…[5][6][7][8][9][10] In their 1970 theory of prosocial behaviour during an emergency, Latane and Darley outlined a five-step process that influences an individual's decision to assist, 11 which Baron et al argued to be the same for volunteering. 12 Byrne et al's recent research on how Latane and Darley's theory of prosocial behaviour applied to medical student volunteering during COVID-19 5 added two further factors related to safety and logistics. This led to an elaborated framework consisting of seven stages: (1) noticing something is abnormal, (2) interpreting the situation as an emergency, (3) deciding you have a responsibility to help, (4) deciding whether you have the skills or knowledge to help, (5) assessing whether it is safe, (6) deciding logistically whether you can help and (7) making a final decision to provide assistance.…”

“…12 Byrne et al's recent research on how Latane and Darley's theory of prosocial behaviour applied to medical student volunteering during COVID-19 5 added two further factors related to safety and logistics. This led to an elaborated framework consisting of seven stages: (1) noticing something is abnormal, (2) interpreting the situation as an emergency, (3) deciding you have a responsibility to help, (4) deciding whether you have the skills or knowledge to help, (5) assessing whether it is safe, (6) deciding logistically whether you can help and (7) making a final decision to provide assistance. It is yet to be established if this seven-step framework is suited to nonpandemic contexts, such as with medical students volunteering in the aftermath of a weather-related disaster.…”

“…Medical students can also be victims themselves during disasters and so can experience, to varying degrees, the mental health impacts that affect all residents in the disaster area. 25,26 In view of the foregoing, and in the context of major flooding, this study (1) applies Byrne et als 5 framework to examine the factors related to the willingness and readiness of medical students to volunteer, and (2) describes mental health impacts of the flooding events on students. We provide insights into supporting volunteering pathways and mental health support for medical students, and the implications of this for medical education in better preparing students for future disasters.…”