Fate and future of the medical students in Ukraine: A silently bubbling educational crisis

Jain, Nityanand; Panag, Deepkanwar Singh; Srivastava, Mahek; Mohan, Srinithi; Chodnekar, Swarali Yatin; Akbari, Amir Reza; Raj, Divyam; Kravarioti, Dionysia; Świątek, Dorota; Płatos, Emilia; Khetsuriani, Ketevani; Gristina, Kitija Lucija; Evangelou, Kyriacos; Lica, Marinela; Thirumushi, Revathi Sairaj; Rozani, Sofia; Jain, Shivani; Fedirko, P.; Reinis, Aigars; Pilmane, Māra

doi:10.1111/medu.14818

Cited by 10 publications

(6 citation statements)

References 9 publications

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“…Although introduction of the work obligation for medical students was a unique feature of pandemic response in the Czech Republic, the idea of students' voluntary involvement during crisis situations periodically resonates abroad [42][43][44][45]. Available studies mostly focus on the sole potential of the students through mapping their willingness of being involved or general effects of the crisis situations on medical education [46][47][48][49][50]. Even recently, in Ukraine war, the government decided not to recruit full-time students without previous military experience for the service [51] and no data are available.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Obligatory Involvement of Medical Students in Pandemic Response in the Czech Republic: Competencies, Experiences, and Legal Implications

Michenka¹,

Fialova

Šlegerová

et al. 2022

Int J Public Health

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Objectives: Medical students in the Czech Republic were mandated by the law to take part in the COVID-19 pandemic response in order to expand healthcare capacity. Our study aimed to analyze student’s competencies defined in the legislation and compare them with competencies assigned to them in clinical settings during their deployment.Methods: Online survey with statistical analysis of collected data.Results: The survey was completed by 997 respondents. A major convergence between the system of credentials defined in the legal framework and the competencies that students performed were identified.Conclusion: Medical students represented a valuable resource for addressing shortages of qualified healthcare staff in critical situation. However, the system of competencies and credentials must be aligned with the educational framework to clearly define acquisition of competencies during the course of medical studies and the legal framework regulating students’ deployment must ensure consistency of actual and formal competencies in order to guarantee high standards of care and safety of the patients.

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Section: Discussionmentioning

confidence: 99%

Analysis of Obligatory Involvement of Medical Students in Pandemic Response in the Czech Republic: Competencies, Experiences, and Legal Implications

Michenka¹,

Fialova

Šlegerová

et al. 2022

Int J Public Health

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“…Likewise, three of the four articles included above are review articles, all of which were limited in their search strategies to include only articles published in English. As Dobiesz et al show, the major wars that they are examining in the last century took place in Asia and Africa, although the present conflict in Ukraine demonstrates the truly global and complex impacts of modern warfare 7 . The inclusion of articles only in English not only limits the validity of their review, it also sends an implicit message about the voices that matter and count.…”

Section: Connectionsmentioning

confidence: 99%

“…Might there be important insights and perspectives in the although the present conflict in Ukraine demonstrates the truly global and complex impacts of modern warfare. 7 The inclusion of articles only in English not only limits the validity of their review, it also sends an implicit message about the voices that matter and count. In the context of understanding resistance to colonialism, Edward Said depicted the supremacy of the English language as 'a tremendous international display of British power virtually unchecked over the entire world' (p. 127).…”

Section: Connectionsmentioning

confidence: 99%

Can the medical educator speak? The next frontier of globalisation research in medical education

et al. 2023

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“…The emergence of crisis situations in countries dictates a change in the process of training doctors both in terms of the subject and forms of education (Kozak et al, 2021;Jain et al, 2022;Sydorova et al, 2022;Remez, 2023). The impact of crisis situations is most noticeable in medical education.…”

Section: Introductionmentioning

confidence: 99%

Distance Learning For Military Doctors in Crisis Situations: The DILEMMA Cross-Sectional Study Results

Sydorova,

Savytskyi,

Kuts

2024

ActPaed

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Distance learning for medical personnel, although convenient in times of crisis (pandemics, military operations), can be a problem in terms of the limited practical component of such training. The goal of presented Survey on DIstance LEarning for students of the Ukrainian Military Medical Academy (DILEMMA) was to optimize the educational process for doctors studying at the Ukrainian Military Medical Academy (UMMA) based on the results of students’ survey dedicated to implemented forms of online teaching. Methods: The data presented reflect the results of 147 trainees’ survey dedicated to their satisfaction and ways to improve distance learning component of training/retraining at UMMA during such crisis situations as pandemics and hostilities. Primary and secondary endpoints were analyzed for groups of interns (DILEMMA-1, n=78) and physicians with practical experience participating in postgraduate activities at UMMA (DILEMMA-2, n=69). Results. The overall evaluations of distance learning as measured by a 10-point scale (primary endpoint) were 5.9±3.3 for DILEMMA-1 and 6.5±3.3 for DILEMMA-2 (p=0.27), which indicates a moderate overall evaluation. The proportion of satisfied and very satisfied students was smaller in the DILEMMA-1 group compared to DILEMMA-2 but remained quite high (76.9% vs. 92.8%, respectively, p<0.05). Respondents of the DILEMMA-1 and DILEMMA-2 arms gave different answers to the questions related to their preferred forms of online education, mode, and schedule. In particular, representatives of the DILEMMA-2 arm mostly prefer to have their online classes after 3:00 p.m. (67.5%) with duration for about 2 hours (56.5%), while most participants in DILEMMA-1 arm (73.1%) choose time interval from 9:00 a.m. to 11:00 a.m. and 62.8% consider the optimal duration to be 3–4 hours of online classes per day. According to results of survey, optimization of distance learning component was made at UMMA. Conclusions. Differences in the perception of distance learning between interns and doctors with practical experience necessitate a differentiated approach to the implementation of distance learning for these groups of students. In addition, the special categories of respondents among students were identified by us, which lead to the destructuring of the response matrix and the nonparametric nature of some data, dictate the need to censor extremely negative (“denialists”) and extremely positive (“pleasers”) respondents when assessing the quality of teaching by anonymous survey of students, and therefore the size of the initial sample depending on contingent should be increased by 16–25%.

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Fate and future of the medical students in Ukraine: A silently bubbling educational crisis

Abstract: Jain et al. reflect on the Russia‐Ukraine war and argue that although there is a broad consensus on the need for intervention, focus should be on providing immediate accommodative measures.

Cited by 10 publications

References 9 publications

Analysis of Obligatory Involvement of Medical Students in Pandemic Response in the Czech Republic: Competencies, Experiences, and Legal Implications

Analysis of Obligatory Involvement of Medical Students in Pandemic Response in the Czech Republic: Competencies, Experiences, and Legal Implications

Can the medical educator speak? The next frontier of globalisation research in medical education

Distance Learning For Military Doctors in Crisis Situations: The DILEMMA Cross-Sectional Study Results

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