“More than just a medical student”: a mixed methods exploration of a structured volunteering programme for undergraduate medical students

Abstract

Background As a result of the COVID-19 pandemic Imperial College School of Medicine developed a structured volunteering programme involving 398 medical students, across eight teaching hospitals. This case study aims to explore the relationship between the processes, context, participant experiences and impacts of the programme so that lessons can be learned for future emergencies and service-learning programmes. Methods Using an illuminative approach to evaluation we invited all volunteers and supervisors to complete a mixed-methods survey. This explored differences in experience across demographics and contextual factors, correlations between aspects of induction, supervision and overall experience, and reviewed the impacts of the programme. Quantitative responses were statistically analysed and qualitative reflections were thematically coded to triangulate and explain quantitative findings. Follow up interviews were carried out to check back findings and co-create conclusions. Results We received responses from 61 students and 17 supervisors. Student participants described predominantly altruistic motivations and transformational changes to their professional identity driven by feeling included, having responsibility, and engaging in authentic workplace-based learning afforded by freedom from the assessed curriculum. They reported new perspectives on their future professional role within the multidisciplinary team and the value of workplace-based learning. They reported increases in wellbeing and self-esteem related to feeling included and valued, and positively contributing to service provision at a time of need. Significantly higher overall satisfaction was associated with a personalised induction, active supervision, earlier stage of training, and male gender. Gender-related differences were not explained through our data but have been reported elsewhere and warrant further study. The duration, intensity and type of role that volunteers performed was similar across demographics and did not appear to modulate their overall experience. Conclusions Whilst acknowledging the uniqueness of emergency volunteering and the survey response rate of 15% of volunteers, we suggest the features of a successful service-learning programme include: a learner-centred induction, regular contact with engaged and appreciative supervisors, and roles where students feel valued. Programmes in similar settings may find that service learning is most impactful earlier in medical students’ training and that students with altruistic motivations and meaningful work may flourish without formal outcomes and assessments.

Responsibility driven learning in primary care: a qualitative evaluation of a medical student COVID-19 volunteering programme

“…There has been voiced concern that unstructured volunteering may be detrimental to student learning [ 20 ]. However, our research supports the small number of studies from COVID-19 volunteer schemes in acute settings where medical students reported the acquisition of valuable skills [ 14 – 18 ]. Importantly, GPs also reported that students had a significant impact on clinical care by acting as a vital bridge between the GP and their patients, as they took up these newly adopted ‘para-professional roles’ [ 21 ].…”

“…By contrast, a study in acute care found that senior student volunteers were more anxious about “working outside their competencies” and of the extra burden that poor performance might place on their clinical team. Whilst early years students with lower expectations were surprised and positive about the impact that they were able to have in their volunteering role [ 14 ].…”

“…However, previous studies during the COVID-19 pandemic have tended to focus on the attitudes, barriers, and facilitators to medical student volunteering [ 3 – 5 , 12 , 13 ]. The small number of studies which have examined volunteering outcomes have been largely confined to the acute sector [ 14 – 18 ]. Our study explores the experiences of students who volunteer within primary care and the unique learning opportunities that this setting brings.…”

“Every day that I stay at home, it's another day blaming myself for not being at #Frontline”–Understanding medical students' sacrifices during COVID-19 Pandemic

“…Being capable of helping meant being ready to become a doctor, empowered to be “part of the group”. This empowerment was also observed by Badger et al (Badger et al, 2022 ), who registered that volunteering positively impacted medical students’ well-being and professional identity formation. According to Badger, the “sense of belonging and pride in achievement are drivers of engagement in authentic workplace-based practices and therefore learning”.…”

Developing as health professionals through community volunteering: exploring the value of a partnership between medical students and primary schools online compared to in-person

“…In the context of the national lockdowns and government restrictions, this study demonstrated that online volunteering was an overall positive experience, as it offered a space for socialisation, allowed volunteers to gain a sense of fulfilment and provided a convenient and safe option to volunteer. This study is particularly interesting as it demonstrates that many benefits of volunteering [ 14 ] can be obtained online and outside the clinical context. Both modalities were perceived to offer skill development and offer benefits for volunteers’ future professions, especially those interested in paediatrics as a speciality.…”