“We’re Not Going to Be as Prepared”: A Qualitative Study of Healthcare Trainees’ Experiences after One Year of the COVID-19 Pandemic

Abstract

The COVID-19 pandemic had significant impacts on the mental health and academic experiences of healthcare trainees. Building on findings from earlier in the pandemic, we explore the impacts on healthcare trainees after a sustained pandemic period of 12–14 months, involving multiple lockdowns, changes in government COVID-19 regulations and the delivery of health education. A qualitative study was conducted between March–May 2021. Participants were 12 healthcare trainees (10 women, 2 men) of medicine, nursing, and midwifery, registered at one of three higher education institutions in the United Kingdom. Interviews were fully transcribed, and data were thematically analysed using a combination of deductive and inductive approaches. We identified three key themes with eight subthemes: (i) academic experiences (adjustment to online learning, loss of clinical experience, confidence in the university), (ii) impacts on wellbeing (psychosocial impacts, physical impacts, pandemic duration and multiple lockdowns), and (iii) support frameworks (university preparedness for increased student support needs, importance of relationship with academic tutors). Findings shed light on the long-lasting and emerging impacts of the pandemic over time. We identify support needs for trainees both during their academic studies, and as they move forwards into professional roles within the healthcare workforce. Recommendations are made for higher education institutions and healthcare employers.

Progressive muscle relaxation in pandemic times: bolstering medical student resilience through IPRMP and Gagne's model

“…In light of this, the post-pandemic era emphasizes the need for resilience and emotional intelligence within the healthcare profession (Chen et al, 2021 ; Kwon, 2023 ). Medical professionals are now tasked with adapting to the evolving demands of this time (Pollock et al, 2020 ; Di Giuseppe et al, 2021 ; Jia et al, 2022 ; Blake et al, 2023 ). Thus, it becomes imperative for medical educators to weave stress-reduction techniques and resilience-building strategies into the fabric of competency-based medical curricula (CBMC), aiming to safeguard the mental wellbeing of future doctors (Slavin et al, 2014 ; Edmonds et al, 2023 ; Lister et al, 2023 ).…”