Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review

Abstract

PurposeUndergraduate medical education (UGME) was transformed by the rapid move to online curriculum delivery during the COVID-19 pandemic. Most research on online UGME has focused on measuring its effectiveness. However, medical educators also require evidence regarding its implications with respect to well-being and inclusion. MethodTo explore online learning transition, particularly the effect on well-being and inclusion, this 2-phased focused scoping review employed a revised Joanna Briggs Institute approach: (1) developing review questions and objectives; (2) determining eligibility criteria; (3) developing the search strategy; (4) extracting, analyzing, and discussing findings; (5) drawing conclusions; and (6) discussing implications for practice and further research. ResultsThe review ultimately included 217 articles, of which 107 (49%) explored student and staff well-being during online UGME, 64 (30%) focused on inclusion in this context, and 46 (21%) examined both well-being and inclusion. Additionally, 137 of included articles (63%) were research/evaluation, 48 (22%) were descriptive, and 32 (15%) were opinion. Of the 137 research/ evaluation studies, 115 (84%) were quantitative, 10 (7%) were qualitative, 8 (6%) were mixed methods, and 4 (3%) were Reviews. Among these research/ evaluation studies, the most commonly used data collection method was surveys (n = 120), followed by academic tests (n = 14). Other methods included interviews (n = 6), focus groups (n = 4), written reflections (n = 3), user data (n = 1), and blood tests (n = 1). ConclusionsImportant questions remain regarding the safety and inclusiveness of online learning spaces and approaches, particularly for members of historically excluded groups and learners in lowresource settings. More rigorous, theoretically informed research in online medical education is required to better understand the social implications of online medical education, including more in-depth, qualitative investigations about well-being and inclusion and more strategies for ensuring online spaces are safe, inclusive, and supportive.

Evaluating Virtual Settings for Learning in Rheumatology

“…MacLeod and colleagues have called for future research in online undergraduate medical education to incorporate critical approaches to address issues of inclusion in the digital world, sociomaterial approaches to investigate how specific technologies influence access and experiences, and realist perspectives to identify which strategies are effective for specific learners, in context. 13 Similar needs exist for graduate medical education and professional education.…”

“…In considering how to design academically resilient programs, Schell warns against conceptualization of “faculty, students, and staff as a single user with a set of common characteristics and needs related to online learning.” 12 It will be helpful to broaden and deepen our understanding of participants’ experiences learning in various formats. MacLeod and colleagues have called for future research in online undergraduate medical education to incorporate critical approaches to address issues of inclusion in the digital world, sociomaterial approaches to investigate how specific technologies influence access and experiences, and realist perspectives to identify which strategies are effective for specific learners, in context 13 . Similar needs exist for graduate medical education and professional education.…”