‘I don’t feel like I’m learning how to be a doctor’: early insights regarding the impact of Covid-19 on UK medical student professional identity

Abstract

Phenomenon Professional identity development is recognised as a core goal of medical education alongside knowledge and skill acquisition. Identity is a complex entity that can be conceptualised as externally influenced, but individually constructed. Integration from legitimate bystander to "old timer" of the medical community of practice provides a backdrop for individual negotiation of professional identity. During Covid-19, the medical community of practice and education experienced significant disruption. We sought to investigate how these disruptions impacted professional identity development by examining conflicts between students' identities highlighted by the pressures of the pandemic. Approach A mixed-methods survey was distributed to medical students in the UK. The survey was active from 2nd May to 15th June 2020, during the height of the first wave of the Covid-19 pandemic in the UK. Operating within the paradigm of constructivism, we conducted a reflexive thematic analysis of qualitative responses. Analysis was focused around the disruption to medical education, actions taken by medical students during this disruption, and the tension between student actions where they existed in conflict. Findings Three themes were constructed to describe the identities that participants felt were in conflict during the first wave of the Covid-19 pandemic: Status and role as a future doctor; status and role as a student; and status and role as a member of the wider community. Students noted that lack of clinical exposure was detrimental to their education, implicitly recognising that many aspects of professional identity formation are forged in the clinical environment. Participants were keen to volunteer clinically but struggled to balance this with academic work. Participants worried about the risk to their families and the wider community, and wanted to ensure that their skills would add value to the clinical environment. Volunteers felt frustrated when they were unable to perform tasks which aligned with their identities future doctors, with the exception of participants who worked as interim FY1s (FiY1s), which aligned well with the roles of FY1s. Insights As hypothesised, the participants in this study experienced disruptions to their professional identity development during the first wave of the Covid-19 pandemic in 2020. This work provides early evidence, collected at the beginning of the pandemic, that the effects of disruptions to professional identity development were wide-reaching, often negative, and represent an important topic for future exploration. Given that the pandemic has highlighted areas of identity tension, these findings have the potential to provide insight into how medical training can better nurture professional identity development during and beyond international crises.

Collaboration through conferencing: Strengthening synergy within clinical education research

“…Members of the collaborative were lucky enough to be at the ASME ASM in Aberdeen this year, presenting work from the CovidReady1 and two studies as well as preliminary results from our most recent interview project. 2 Through these presentations, junior members of the collaborative had the opportunity to prepare for and present at a major conference, developing important research dissemination and communication skills. We also valued the input of seniors in the audience at our presentations for their useful comments and questions, which have helped us to approach our projects with appropriate rigour.…”

Full time for quick fixes – supporting educators and learners in the ‘new normal’

“…Those few studies which tried to examine the impact of COVID-19 on professional identity focussed on learners and mostly concluded that COVID-19 related disruptions had a negative impact. For example, students reported that they did not feel they were learning to become a doctor, 8 worried about their lack of experience with real patients 9 and were unsure how to behave in respect of balancing infection control and care giving. 10 It is clear that, even in a pandemic, students need experience of work and of being in medical working environments to 'become' doctors.…”