The recruitment legacy of COVID-19 With increasing thought being put into COVID-19 and the implications for psychiatric care in the months and years to come, it would be remiss to not consider the potential impact this could have on recruitment to the specialty. Recruitment in psychiatry is a national, if not global problem, and has been for some time. Although frequently

Stepping into the world of research can be an overwhelming task, especially for those with relatively little experience, such as medical students. This article aims to provide students with tips for writing and publishing in all fields. The 12 tips are as follows: (1) find your why; (2) play to your strengths and be realistic; (3) be well read; (4) revisit missed opportunities; (5) talk to the doctors around you; (6) broaden your horizons; (7) get to grips with the submission process early; (8) pay attention to the details; (9) remember that submission is not the end; (10) the process can't be rushed; (11) consider the alternative paths to presenting research; (12) start writing. This writing is derived from personal experience with supporting evidence and is not designed to be encyclopaedic, simply a reference to help students alleviate any concerns and begin their own journey into the world of research.

Due to the ongoing COVID-19 pandemic, medical students are currently having no face-to-face teaching and access to the clinical learning environment has been restricted. Here, we explore just some of the ways that this has affected our education and may continue to do so. We explore the risks that this poses to both our careers, and the medical profession as a whole. Changing the approach that students take to their selection of foundation programmes is potentially a vital way in which we can limit the long-term damage to career progression. We suggest that students take advantage of the learning opportunities that the foundation programme presents, through using rotations to make up for lost exposure to specialties that they would have otherwise experienced if not for the pandemic. We also recommend how the professional environment must be receptive and welcoming for the next generation. Together, this all aims to encourage trainees to thrive in areas where confidence and experience may be lacking due to the dearth of exposure as a direct result of COVID-19.

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To the Editor,The utilization of social media in the training of medical students is increasingly pertinent due to the online transition of medical education during the ongoing coronavirus pandemic. Alshaibani and Qusti demonstrated how the introduction of the social media platform "What-sApp" to the learning environment can increase motivation amongst medical students. Allowing students to work from home and contact their supervisors and peers anytime has numerous benefits; however, the constant access to class material, assignments, and even the tracking of upcoming assessments has the potential to propagate significant psychological damage across this next generation of doctors.Relative to age-matched controls, medical students are subject to increased levels of anxiety throughout their training and experience high levels of burnout. 1,2 One recent study exposed the extent of this, with a high proportion of medical students experiencing either "general" or "large" amounts of study-induced stress. This, in turn, directly correlates to worsened depression and anxiety. 3 The