Medical Student Involvement in Disasters: How Can We Effectively Serve?

Abstract

During disasters, the roles of physicians, nurses, and ancillary medical staff are defined by their individual certifications, whereas the roles of medical students remain less clear. Medical students are unlicensed physicians-in-training, with variable degrees of skill and knowledge, and thus, their involvement in disaster response has historically varied. In light of the coronavirus disease 2019 pandemic, many junior students were asked to remove themselves from the hospital setting, whereas some senior students graduated early to join the physician workforce. In this article, the authors will examine the psychosocial benefits and consequences of medical student involvement in prior disasters and developing attitudes in light of the coronavirus disease 2019 pandemic. We conclude by offering our thoughts on medical student involvement in future disasters.

“Am I even a med-student anymore?” A Mixed-Methods Study of the Impact of the Initial Disruptions Caused by the COVID-19 Pandemic on Medical Student Professional Identity Formation

“…Badger et al described the positive impact that an emergency volunteering program for medical students had for those participating at the Imperial College School of Medicine [ 21 ]. Our data supports that there may be a benefit to maintaining a structure for keeping medical students involved during a crisis—at a skill-appropriate level, which may help relieve internal tensions of being deemed “non-essential” [ 19 , 22 ]. Indeed, maintaining a welcoming community for medical students has been cited as a key component to supporting their PIF during times of disruption [ 23 , 24 ].…”

Knowledge, Perceptions, and Practices on Risks and Disasters Among Medical Students. A Multicenter Cross-Sectional Study in 9 Latin American and Caribbean Countries

“…Leading us to consider that risk and disaster preparedness exercises are indispensable to achieve optimal levels of knowledge among medical students, as well as the need to include this subject within the learning needs during undergraduate studies since these measures can bring growth effects both at a personal and professional level. 21,[23][24][25] This study has several limitations in its ability to form solid conclusions. An important limitation is of selection bias, as the delegates of each country were forced to opt for convenience sampling to obtain the necessary sample, contacting Universities that were within their reach to distribute the survey.…”

Evaluation of a Disaster Preparedness Curriculum and Medical Students’ Views on Preparedness Education Requirements for Health Professionals

“…Pre-licensure medical education in disaster preparation, therefore, is recommended 5,6 that covers not only types of disasters and their consequences but also covers triage and incident command topics. 7 Most training delivery modes include brief 1- to 2-day training, 8,9 use technology and simulation as part of a course, 9 or are voluntary certificate courses. 10 One medical school, however, has mandated disaster preparedness training as part of the required first-year curriculum.…”