Rethinking the role of senior medical students in the
            <scp>COVID</scp>
            ‐19 response

Wang, Jim Hsu‐Shun; Tan, Sarah; Raubenheimer, Kyle

doi:10.5694/mja2.50601

Cited by 26 publications

(24 citation statements)

References 1 publication

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“…So far, over 10,000 health care workers have been infected with the virus and over 100 have died from COVID-19 [ 7 ]. In countries with large amounts of COVID-19 cases such as Italy, the United States, and the United Kingdom, final year medical students and foundation year doctors were fast-tracked into the next level of their career with expedited assessment to help the severely overwhelmed health workforce [ 8 , 9 ]. Empowering medical students with adequate knowledge will place them at the forefront of health education to give the public correct information and refute myths and false information about COVID- 19 [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Perspective of Medical Students on the COVID-19 Pandemic: Survey of Nine Medical Schools in Uganda

Olum¹,

Kajjimu²,

Kanyike³

et al. 2020

JMIR Public Health Surveill

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Background The coronavirus disease (COVID-19) pandemic is a global public health concern affecting over 5 million people and posing a great burden on health care systems worldwide. Objective The aim of this study is to determine the knowledge, attitude, and practices of medical students in Uganda on the COVID-19 pandemic. Methods We conducted an online, descriptive cross-sectional study in mid-April 2020, using WhatsApp Messenger. Medical students in 9 of the 10 medical schools in Uganda were approached through convenience sampling. Bloom’s cut-off of 80% was used to determine good knowledge (≥12 out of 15), positive attitude (≥20 out of 25), and good practice (≥12 out of 15). Results The data of 741 first- to fifth-year medical students, consisting of 468 (63%) males with a mean age of 24 (SD 4) years, were analyzed. The majority (n=626, 84%) were pursuing Bachelor of Medicine and Bachelor of Surgery degrees. Overall, 671 (91%) had good knowledge, 550 (74%) had a positive attitude, and 426 (57%) had good practices. Knowledge was associated with the 4th year of study (adjusted odds ratio [aOR] 4.1, 95% CI 1.6-10.3; P<.001). Attitude was associated with the female sex (aOR 0.7, 95% CI 0.5-1; P=.04) and TV or radio shows (aOR 1.1, 95% CI 0.6-2.1; P=.01). Practices were associated with the ≥24 years age category (aOR 1.5, 95% CI 1.1-2.1; P=.02) and online courses (aOR 1.8, 95% CI 1.1-3.2; P=.03). In total, 592 (80%) medical students were willing to participate in frontline care if called upon. Conclusions Medical students in Uganda have sufficient knowledge of COVID-19 and will be a large reservoir for health care response when the need arises.

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Section: Introductionmentioning

confidence: 99%

Perspective of Medical Students on the COVID-19 Pandemic: Survey of Nine Medical Schools in Uganda

Olum¹,

Kajjimu²,

Kanyike³

et al. 2020

JMIR Public Health Surveill

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“…Some works have focused on specific resources such as Zoom [4], Google Hangouts [5], or other videoconferencing tools [6], but without formative discussion of pedagogical issues. Others have described challenges [7][8][9][10], but did not include rigorous evaluation of student perspectives. Our results demonstrated that many third-year medical students identified loss of clinical experience as the biggest gap in remote clerkship curricula: students lost live experiences with patients and families and had few opportunities to observe and interact with faculty and residents outside of didactic environments.…”

Section: Unique Challenges Of Remote Clinical Learningmentioning

confidence: 99%

Student Perspectives on Remote Medical Education in Clinical Core Clerkships During the COVID-19 Pandemic

et al. 2020

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Purpose To assess student perceptions of remote learning curricula implemented by clinical clerkships at a single US medical school during the COVID-19 pandemic. Method Students enrolled in core clinical clerkships at the UC San Diego School of Medicine from March to April 2020 were sent an anonymous online survey, assessing components of remote learning curricula via quantitative rating and free-response questions. Results Of 132 students enrolled, 96 (73%) completed the survey. Online question banks, remote progress reviews, and telehealth sessions were rated as the most valuable resources, while textbooks were rated least valuable. Most students felt that the number of resources was adequate (69/94, 74%), the quantity of required content was appropriate (77/93, 83%), and there was a good balance of rigidity versus flexibility in the schedule (81/94, 86%). Most students felt "prepared" or "somewhat prepared" for the shelf examination (61/91, 67%) and for the next year of medical training (73/94, 78%). In narrative reflections, students valued the flexibility afforded by remote curricula but desired some weekly structure. Students enjoyed expanded access to learning resources and participating in interactive remote sessions. Students expressed anxiety about the pandemic and uncertainty regarding medical education, but transparent communication from clerkship directors helped assuage these concerns. Conclusions Student participation in direct patient care is fundamental to medical school core clerkships and was negatively impacted by the COVID-19 pandemic. Strategic incorporation of select remote learning components into clinical clerkships may permit a favorable student experience even when opportunities for on-site participation are limited.

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“…En Dinamarca, la Universidad de Aalborg y su hospital universitario emplean a sus estudiantes de medicina de último año el año como residentes temporales [22] . En Australia y Nueva Zelanda, los decanos de algunas facultades han replanteado el rol de sus estudiantes de los últimos años para enfrentar la falta de personal en esta pandemia [23] . En nuestro país, este tipo de prácticas implicaría algunas dificultades tales como el uso de EPP que ya son escasos para el personal asistencial o la posibilidad de que se reciban denuncias de mala praxis alegando que los que atienden son "solo estudiantes" [23] .…”

Section: Iniciativas En El Internado Médico Y Graduaciónunclassified

Educación médica durante la pandemia delEducación médica durante la pandemia del COVID -19: iniciativas mundiales para el pregrado, internado y el residentado médico COVID -19: iniciativas mundiales para el pregrado, internado y el residentado médico

Herrera-Añazco

Toro-Huamanchumo

2020

Acta Med Peru

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La pandemia de enfermedad por coronavirus de 2019 (COVID-19) ha planteado diversos retos a los estamentos de la sociedad y la educación médica no ha sido la excepción. A nivel mundial, las universidades han planteado diversas iniciativas en el pregrado y el internado medico como la virtualización parcial de su contenido curricular, la modificación de su currículo y las actividades educativas y la incorporación de estudiantes de los últimos años a las actividades asistenciales. En el residentado médico, las especialidades quirúrgicas y las que basan su aprendizaje en procedimientos son las más afectadas. Se ha incorporado residentes de distintas especialidades a labores asistenciales diferentes a su especialidad y se ha virtualizado algunas de sus actividades de aprendizaje. El Perú debe hacer una evaluación de estas estrategias y la posible adaptación a nuestra realidad.

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Rethinking the role of senior medical students in the COVID ‐19 response

Cited by 26 publications

References 1 publication

Perspective of Medical Students on the COVID-19 Pandemic: Survey of Nine Medical Schools in Uganda

Perspective of Medical Students on the COVID-19 Pandemic: Survey of Nine Medical Schools in Uganda

Student Perspectives on Remote Medical Education in Clinical Core Clerkships During the COVID-19 Pandemic

Educación médica durante la pandemia delEducación médica durante la pandemia del COVID -19: iniciativas mundiales para el pregrado, internado y el residentado médico COVID -19: iniciativas mundiales para el pregrado, internado y el residentado médico

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