Twelve things we have learned from medical students during the Pandemic

Abstract

While the COVID-19 pandemic has disrupted every aspect of modern life, including medical education, the response has been remarkable. Ingenuity and innovation have flourished in the face of adversity. An international community of practice has blossomed in response to the challenges posed by COVID-19. Communication and sharing of information have been a hallmark of this community.In Australasia, the Medical Education Collaborative Committee hosted a series of meetings and webinars which enabled educators from all Australian and New Zealand medical schools to share experiences, solutions and resources. This group is auspiced by the Medical Deans Australia and New Zealand, which is the peak body representing professional entry-level medical education, training and research.One of these webinars focused on the student experience, featuring a panel of Australasian medical students drawn from a range of medical schools. The discussion during this session was wide reaching, including topics such as communication, co-designing curriculum changes, the importance of compassion, innovative practice, and meaningful student participation in placements. The ideas drawn from the panel discussion augmented by rich audience participation form the basis of the twelve tips presented in this paper. While derived from the experience in Australia and New Zealand, the authors believe these lessons are likely to be relevant in other jurisdictions.

Impact of COVID-19 – Experiences of 5th year medical students at the University of KwaZulu-Natal

“…However, students highlighted the large volume of content that they were expected to cover, how they responded and the fact that for many they simply learned for the exams (exam competent vs. clinically competent). The COVID-19 pandemic has given academic staff the opportunity to critically re-evaluate the medical curriculum, to determine what is core, whether what they are teaching is useful, essential or simply a bonus, 13 as well as how they teach and assess what is being taught. As highlighted by the students, the academic staff need to focus on what is essential, and to streamline the curriculum to enable students to integrate and apply information, rather than try and remember every fact, many of which can be looked up.…”

“…As highlighted by the students, the academic staff need to focus on what is essential, and to streamline the curriculum to enable students to integrate and apply information, rather than try and remember every fact, many of which can be looked up. 13 Streamlining the curriculum will leave time for other important extra-curricular activities and self-care.…”

“…Clear communication is essential in a crisis, and while the students can accept uncertainty, there needs to be consistent, honest and timely messages. 13 It is clear from the feedback that UKZN initially failed in this regard, with a need in the future for the university to communicate clearly to ensure students understand the challenges faced by the university as well as what is expected.…”