Impact of COVID-19 on Medical Education: Perspectives From Students

Abstract

This article provides an overview of issues facing medical students in such key areas as communication, preclinical and clinical education, increased isolation, disruption to time-based curricula, inequities in virtual learning, racial trauma, medical student activism, increased conversations surrounding race and racism, LGBTQIA+ students, dual-degree students, and the virtual residency cycle. This article described challenges navigated by medical students during the COVID-19 pandemic, as well as triumphs resulting from the disruption and actionable recommendations in key areas. While the pandemic presented new challenges for medical students, it also uncovered or exacerbated long-standing problems. The intent is for medical schools and institutions to use these recommendations to create learning environments that do not depend on medical student resilience. The main takeaways for medical schools are to: (1) maintain an individualized and learner-centered ethos while remaining dynamic, flexible, and ready to embrace both immediate and incremental changes; (2) maintain open lines of communication; (3) implement policies and practices that support students’ academic, physical, and mental well-being; (4) engage and support students who bear historically disadvantaged identities on the basis of race, ethnicity, sexual orientation, gender, or disability; and (5) support creative and collaborative partnerships between medical institutions and students to ensure the ongoing evolution of medical education to meet the needs of learners and patients.

Underrepresented in medicine students’ perspectives on impactful medical education

“…Moreover, as reflected in our findings, others have validated the importance of supportive policies, services, and practices in the MEP [ 86 ] to buffer minority students’ additional stressors such as the minority tax [ 87 ], hidden curriculum [ 88 ], impostor syndrome [ 89 ], and mental health stressors [ 26 , 90 ]. .As a result, our findings suggest that a genuinely impactful medical education program would be cognizant of these barriers and root causes and consider the trauma-informed MEP program to thrive for its students [ 26 , 86 ].…”

Factors Associated with Anxiety, Depression, and Stress in Peruvian University Students during the COVID-19 Pandemic

“…However, it differs with various studies that conclude that medical students experience greater anxiety, unlike other careers [ 30 , 31 ]. Although it has been shown that health sciences students are more educated regarding viral pandemics and health concerns than other careers [ 32 ], which could reduce symptoms of anxiety and depression [ 33 , 34 ], the COVID pandemic has affected to students of all careers alike, due to the suspension of classes and face-to-face practices, social isolation and adaptation to the virtual education and learning process [ 35 ]. An additional explanation for this result may be due to variables such as preconceptions, fear or lived experiences rather than the educational career; however, these variables were not measured in our study.…”

Medical Students’ Perceptions Towards Online Teaching During the Covid-19 Pandemic: A Cross-Sectional Study from Saudi Arabia

“… 38–40 To provide opportunities for peers’ interaction and to augment medical students’ education, study sessions and virtual group clinical opportunities are recommended. 40 …”