Qualitative exploration of medical student experiences during the Covid-19 pandemic: implications for medical education

Nolan, Helen; Owen, Katherine

doi:10.1186/s12909-021-02726-4

Cited by 14 publications

(19 citation statements)

References 42 publications

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“…Within existing literature, we are aware of only two qualitative studies to explore medical student PIF during COVID. 12,25 A major focus of the first study was students' exploration of their roles in non-clinical environments; the second study explored student experiences on clinical placements as medical student healthcare assistants. Our study complements their findings by further exploring the larger theme of student-as-contributor when students were not able to participate clinically.…”

Section: Discussionmentioning

confidence: 99%

COVID as a catalyst: medical student perspectives on professional identity formation during the COVID-19 pandemic

et al. 2022

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Background: As a result of the COVID-19 pandemic, a national decision was made to remove all medical students from clinical environments resulting in a major disruption to traditional medical education. Our study aimed to explore medical student perspectives of professional identity formation (PIF) during a nationally unique period in which there was no clinical training in medical undergraduate programs. Methods: We interviewed fifteen UBC medical students (years 1-4) regarding their perspectives on PIF and the student role in the setting of the COVID-19 pandemic. Data were analysed iteratively and continuously to create a codebook and identify themes of PIF based on interview transcripts. Results: We identified three key themes: (1) Medical students as learners vs contributing team members (2) Decreased competency as a threat to identity and (3) Doctors as heroes. Conclusions: The impact of disruptions due to COVID-19 catalyzed student reflections on their role within the healthcare system, as well as the role of self-sacrifice in physician identity. Simultaneously, students worried that disruptions to clinical training would prevent them from actualizing the identities they envisioned for themselves in the future. Ultimately, our study provides insight into student perspectives during a novel period in medical training, and highlights the unique ways in which PIF can occur in the absence of clinical exposure.

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Section: Discussionmentioning

confidence: 99%

COVID as a catalyst: medical student perspectives on professional identity formation during the COVID-19 pandemic

et al. 2022

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“…Near-peer-teaching and peer learning has become increasingly common during the pandemic to address this deficit [24]. Under pandemic conditions, hospitals can provide studens with new roles in patient care, adding to their learning opportunities [25]. Students could be offered modified in-person clinical rotations with pandemic precautions to complement the remote experiences we implemented [26].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of an experiential clinical learning option during pandemic teaching suspensions

et al. 2022

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Background As students’ direct patient contact was suspended because of COVID-19-related restrictions, we revised our clinical addiction medicine curriculum for students to learn about the different multidisciplinary clinical models delivered at our hospital and in community settings. Our aim was to provide an overview of clinical modalities and familiarize learners with clinician and patient experiential perspectives. Methods We implemented a multi-pronged approach, offering an overview of clinical care programs through remote panels involving care providers at the clinics where students had previously been scheduled for in-person rotations. This included inpatient and office-based addiction services, addiction treatment program for adolescents and young adults, integrated addiction care and HIV primary care clinic, and opioid use urgent care clinic. Beyond having them join outpatient telehealth clinic visits, students also participated in an online panel involving patients in recovery to gain familiarity with their care perspectives; and joined a panel with recovery coaches to get further insights into patient challenges in clinical settings. Students further participated in remote opioid treatment trainings and observed clinical rounds of inpatient addiction consults and adolescent clinic team meetings. Results With this revised curriculum, students learned about the variety of clinical modalities at the height of our hospital’s COVID-19 pandemic burden. The evaluation suggested that students appreciated the authenticity of accounts from patients and providers about their challenges and satisfaction related to clinical care. While in a remote learning setting, students overall wished for more personal interaction with patients and providers. They also noted a lack of group cohesion and connection that they felt would otherwise have been met in an in-person program. Conclusions Remote learning allowed our program to connect trainees to the multidisciplinary field of addiction medicine despite the COVID-19 pandemic. In future program iterations, we will consider hybrid formats of in-person learning experiences with direct patient and faculty contact where possible, combined with online provider and patient panels possibly, in addition to virtual breakout formats to facilitate more personal student-patient and student-faculty interactions.

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“…For patient safety, experiential learning through clinical practice is important, but there seems to be a limit to this. Medical students felt that they had detracted from authentic communication with patients during clinical clerkship [ 13 ]. Senior medical students in the United Kingdom reported that the cancellation or postponement of objective structured clinical examination, assistantship, and electives due to COVID-19 affected their preparation for the first year of training [ 14 ].…”

Section: Discussionmentioning

confidence: 99%

The effect of the COVID-19 pandemic on the patient safety attitude of medical students

Lee¹,

Park²

2021

Korean J Med Educ

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Purpose: This study aimed to examine the differences in scores of the Attitude to Patient Safety Questionnaire (APSQ) by medical students before and after the outbreak of COVID-19.Methods: In total, 97 and 118 medical students completed patient safety courses at Yonsei University Wonju College of Medicine in 2019 and 2020, respectively. In 2019, the course was conducted using traditional learning in the classroom, whereas, in 2020, most of the classes were conducted using non-face-to-face learning methods.Results: In 2019 and 2020, 49 and 53 students responded to the APSQ. Only one item “Patients are not really aware of how safe their care is” had a lower score in 2020 than in 2019.Conclusion: Although the total APSQ score did not differ between 2019 and 2020, the students in 2020 might have a poor understanding of the role of patients in medical errors.

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Qualitative exploration of medical student experiences during the Covid-19 pandemic: implications for medical education

Cited by 14 publications

References 42 publications

COVID as a catalyst: medical student perspectives on professional identity formation during the COVID-19 pandemic

COVID as a catalyst: medical student perspectives on professional identity formation during the COVID-19 pandemic

Evaluation of an experiential clinical learning option during pandemic teaching suspensions

The effect of the COVID-19 pandemic on the patient safety attitude of medical students

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