Zoom Burnout Amidst a Pandemic: Perspective from a Medical Student and Learner

Samara, Omar; Monzon, Anthony

doi:10.1177/20499361211026717

Cited by 15 publications

(14 citation statements)

References 4 publications

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“… 10 Issues of Zoom burnout and Zoom fatigue have also been recently raised, caused by the need for attentiveness to nonverbal cues and the constant awareness of what a person is doing while the Zoom camera is on. 11 The systematic review of 10 studies on medical student support systems during the COVID‐19 pandemic emphasised the importance of a safe learning environment online, as well as the need for educational institutions to conduct precise evaluation of the changes made in response to the pandemic, as opposed to merely describing the positive effects of the changed programmes. 8 …”

Section: Introductionmentioning

confidence: 99%

Impact of the COVID‐19 pandemic on medical student placements in rural Queensland: A survey study

Martin

McGrail

Fox

et al. 2022

Australian J Rural Health

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Objective The COVID‐19 pandemic has adversely impacted medical students' learning experiences. Students in one Australian Rural Clinical School were surveyed to investigate the impact of disruptions to clinical placements and satisfaction with educational changes implemented as a result of the pandemic. Design Cross‐sectional survey. Setting The University of Queensland Rural Clinical School. Methods Students undertaking one or two years of study at the participating Rural Clinical School in November 2020. Main outcome measure A 20‐item anonymised survey with questions on personal health and safety, quality of clinical training experience, response to changes in learning and student environment, and progression to completion of the medical degree. Results The survey was completed by 124 students (76% response rate). Students were satisfied with the changes made to their learning to accommodate the disruptions to health service delivery and placements. Final year students were more satisfied with their learning experiences compared to their third‐year counterparts. Conclusions The Rural Clinical School implemented a range of academic and psychological support strategies which appear to have helped with mitigating mental health concerns experienced by students completing rural placements, who are already prone to experiencing social isolation. Strengthening communication between the academic and health service sectors can improve the quality of learning for medical students on placements.

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Section: Introductionmentioning

confidence: 99%

Impact of the COVID‐19 pandemic on medical student placements in rural Queensland: A survey study

Martin

McGrail

Fox

et al. 2022

Australian J Rural Health

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“…The phenomenon of ‘Zoom © fatigue/burnout’ poignantly represents the unprecedented load of online learning students currently undertake. It has previously been described as ‘..the [constant, prolonged] need for attentiveness to nonverbal cues.’ 18 Suggested strategies to prevent this include limiting the use of videoconferencing technology or staggering breaks, 19 although this is difficult for students in the setting of prescribed timetables, and instead the onus may fall on educators to make these considerations. Constructive criticism was received regarding the novice approach to filming the online demonstration and live Q&A.…”

Section: Discussionmentioning

confidence: 99%

Blended (online and in‐person) Women’s Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students

Lee

Yoon

Fernando

et al. 2022

Aust NZ J Obst Gynaeco

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Background Blended teaching combines traditional in‐person components (simulation‐based training and clinical‐based placement) with online resources. Due to the COVID‐19 pandemic, we modified our Women's Health Interprofessional Learning through Simulation (WHIPLS) program – to develop core obstetric and gynaecological skills – into a blended teaching program. There is limited literature reporting the observations of blended teaching on learning. Aims To qualitatively evaluate the blended teaching program and explore how it contributes to learning. Materials and Methods This study was performed at Monash University in Melbourne, Australia. A total of 98 medical students and 39 midwifery students participated. Data were collected by written survey and analysed by authors using a thematic analysis framework. Results Students reported that in‐person teaching remains a vital aspect of their curriculum, contributing an averaged 63.2% toward an individual's learning, compared with online. Five substantial themes demonstrate how students learnt and maximised education opportunities using a blended teaching program: ‘low‐pressure simulation environments’, ‘peer‐assisted learning’, ‘haptic learning’, ‘scaffolded learning’ and ‘the impact of online discourse’. Discussion In‐person teaching remains a cornerstone of obstetric and gynaecological clinical skills education, of which interprofessional simulation and clinical‐based placement are key components. Teaching via online discourse alone, is not sufficient to completely replace and provide comparable learning outcomes, but certainly plays an important role to prime students' learning and to maximise in‐person opportunities and resources. Our study reveals key pedagogies of a blended (online and in‐person) learning program, providing further evidence to support its ongoing utility as a feasible and warranted approach to learning.

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“…For this reason, medical student perspectives were essential to keep in mind while planning a virtual conference. One study reveals that some students are happy with “online med school,” as conducting sessions during Zoom gives them a better opportunity to multi-task and have greater control of their time [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Migration of an Interactive Global Health Conference to a Virtual Platform: Engaging Learners During the Pandemic

Kubiszewski¹,

Gulani²,

Sutter³

et al. 2022

Cureus

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The COVID-19 pandemic has halted many large gatherings, and research conferences are no exception. Large conferences, once attended in-person, have primarily switched to a virtual format, utilizing online platforms. Every January, Medical Students Providing Across Continents (MedPACt), the University of Central Florida College of Medicine’s global health interest group, hosts a student-run Global Health Conference that features a keynote speaker, discussion panel, and research presentations, and workshops for participants to engage in. Though planning this event is always challenging, organizing the 2021 conference was particularly strenuous as accommodations had to be made to optimize the conference to fit a never-attempted virtual format. This drastic shift warrants further investigation into the efficacy and audience engagement of the virtual format. Using a post-conference survey with specific questions geared towards each component of the conference along with registration data, the virtual conference in 2021 was compared to the in-person conference in 2020. This study found that the virtual format was comparably efficacious in creating relevant and global health-oriented programming for the 2020 in-person conference. Additionally, the 2021 virtual conference received more registrants and cost less to plan, meaning the virtual model is a cost-effective way to deliver quality conference content.

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Zoom Burnout Amidst a Pandemic: Perspective from a Medical Student and Learner

Cited by 15 publications

References 4 publications

Impact of the COVID‐19 pandemic on medical student placements in rural Queensland: A survey study

Impact of the COVID‐19 pandemic on medical student placements in rural Queensland: A survey study

Blended (online and in‐person) Women’s Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students

Migration of an Interactive Global Health Conference to a Virtual Platform: Engaging Learners During the Pandemic

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