Medical education and mental health during COVID-19: a survey across 9 countries

Michaeli, Daniel Tobias; Keough, Gregory; Perez-Dominguez, Francisco; Polanco-Ilabaca, Francisca; Pinto-Toledo, Fernanda; Michaeli, Julia Caroline; Albers, Sebastian; Achiardi, Jadi; Santana, Valéria Soares de Jesus; Urnelli, Chiara; Sawaguchi, Yoshihiro; Rodríguez, Perla; Maldonado, Mónica; Raffeeq, Zaheer; Madeiros, Otavio de Araujo; Michaeli, Thomas

doi:10.5116/ijme.6209.10d6

Cited by 22 publications

(21 citation statements)

References 54 publications

(88 reference statements)

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“…On exploring the medical students’ perception regarding mental health, we observed that 55% of the participants had negative perceptions on their mental well-being during the pandemic. This finding was consistent with Michaeli et al study which evaluated medical education and mental health outcomes from 148 medical schools across nine different countries [ 26 ]. They observed that students had concerns about both their physical and mental well-being and this is concerning as to begin with medical students already have worse mental health compared to their non-medical peers [ 27 ].…”

Section: Discussionsupporting

confidence: 92%

Assessing medical students’ perception and educational experience during COVID-19 pandemic

et al. 2022

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Introduction The COVID-19 pandemic has significantly impacted the traditional delivery of medical education. Medical education programmes have had to cope with limitations on face-to-face learning, and accelerate the adoption of digital learning. In addition, the pandemic has potential serious implications on the psychological well-being of medical students. We aim to assess the changes in perceptions and experiences of medical students as a consequence of this pandemic. Methods Cross-sectional survey of medical students at Trinity College Dublin (TCD) between March and April 2022 was performed. The survey explored student satisfaction with the current education program, teaching delivery and the impact of COVID-19 on education and student well-being. Results 175 medical students participated in the survey. Overall, the majority of students were happy/neutral with their medical education. 93 (53.1%) felt tutorials and problem-based learning (PBL) to be the most effective method of teaching, followed by laboratory and clinical placements in 78 participants (44.6%) and hybrid-learning in 85 participants (48.6%). There was a mixed reaction to the changes in the delivery of education brought about by the pandemic. 67 participants (40.6%) felt happy with the changes, another 64 participants (38.8%) felt neutral, whilst only 34 participants (20.6%) were unhappy. However, most participants felt the pandemic negatively impacted their mental health, with 96 participants (55.8%) reporting negative responses. 58% of participants (n = 102/175) reported utilising the student support services at university campus and 49% (n = 50) were satisfied with their services. Conclusion Digital content and delivery confer the benefit of greater flexibility in learning, the ability to learn at one’s own pace and in a preferred environment, however lacks the advantage of bedside teaching and hands-on training. Our findings reinforce the potential advantages of online learning.

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Section: Discussionsupporting

confidence: 92%

Assessing medical students’ perception and educational experience during COVID-19 pandemic

et al. 2022

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“…24,26 Many students struggled academically, confronted with concentration, motivation, and time management challenges 27 ; text anxiety [28][29][30][31] ; learning burnout 32 ; as well as increased isolation, anxiety, depression, and other mental health challenges. 24,27,[33][34][35] These crises in well-being unfolded amid reduced supports, made difficult by social isolation requirements and at-home learning challenges, 24 including unstable Internet connectivity. 33 Amid an already existing backdrop of burnout, 33,[36][37][38][39][40] students faced new fears about the impact of COVID disruptions on readiness for clerkship, residency, and eventual practice.…”

Section: Well-being Strengths and Challengesmentioning

confidence: 99%

Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review

MacLeod¹,

Cameron²,

Luong³

et al. 2022

Academic Medicine

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PurposeUndergraduate medical education (UGME) was transformed by the rapid move to online curriculum delivery during the COVID-19 pandemic. Most research on online UGME has focused on measuring its effectiveness. However, medical educators also require evidence regarding its implications with respect to well-being and inclusion. MethodTo explore online learning transition, particularly the effect on well-being and inclusion, this 2-phased focused scoping review employed a revised Joanna Briggs Institute approach: (1) developing review questions and objectives; (2) determining eligibility criteria; (3) developing the search strategy; (4) extracting, analyzing, and discussing findings; (5) drawing conclusions; and (6) discussing implications for practice and further research. ResultsThe review ultimately included 217 articles, of which 107 (49%) explored student and staff well-being during online UGME, 64 (30%) focused on inclusion in this context, and 46 (21%) examined both well-being and inclusion. Additionally, 137 of included articles (63%) were research/evaluation, 48 (22%) were descriptive, and 32 (15%) were opinion. Of the 137 research/ evaluation studies, 115 (84%) were quantitative, 10 (7%) were qualitative, 8 (6%) were mixed methods, and 4 (3%) were Reviews. Among these research/ evaluation studies, the most commonly used data collection method was surveys (n = 120), followed by academic tests (n = 14). Other methods included interviews (n = 6), focus groups (n = 4), written reflections (n = 3), user data (n = 1), and blood tests (n = 1). ConclusionsImportant questions remain regarding the safety and inclusiveness of online learning spaces and approaches, particularly for members of historically excluded groups and learners in lowresource settings. More rigorous, theoretically informed research in online medical education is required to better understand the social implications of online medical education, including more in-depth, qualitative investigations about well-being and inclusion and more strategies for ensuring online spaces are safe, inclusive, and supportive.

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“… 3 4 For medical students and junior doctors, the pandemic presented an unexpected, disruptive external shock which created uncertainty and distress. 5 6 …”

Section: Introductionmentioning

confidence: 99%

“… 7 Most medical schools shifted to online learning with a reduction or even suspension of practical teaching. 5 Medical students were faced with the discontinuation of clinical placements, novel examination formats and studying in isolation. 8 In response to the public health crisis, medical students across the UK volunteered in hospitals and general practices, to support shortages in medical staff.…”

Section: Introductionmentioning

confidence: 99%

Qualitative study to explore UK medical students’ and junior doctors’ experiences of occupational stress and mental health during the COVID-19 pandemic

Tawse

Demou

2022

BMJ Open

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ObjectivesThis qualitative study aimed to explore the occupational experiences of medical students and junior doctors working during the COVID-19 pandemic. In particular, the research sought to identify factors which mediated work stress, barriers to disclosing mental health problems and levels of support medical students and junior doctors received during the pandemic.DesignThis study was a form of thematic analysis and adopted an inductive, ‘bottom-up’ approach, in which coded categories were derived from rich, descriptive data.SettingSemistructured interviews were conducted online with UK-based medical students and junior doctors. Interviews were recorded, and analysis was done by coding salient quotes into themes.ParticipantsThe final sample consisted of seven junior doctors and eight medical students, during the summer of 2021.ResultsHigh levels of occupational stress were identified, which were exacerbated by COVID-19. A number of organisational difficulties associated with the pandemic compounded participants’ experiences of work stress. Participants recognised progress towards promoting and managing mental health within the profession but may still be reluctant to access support services. Barriers to disclosure included fear of stigmatisation, concerns about adding to colleagues’ workloads, lack of clarity about career implications and mistrust of occupational health services.ConclusionsWhile attitudes towards mental health have improved, medical students and junior doctors may avoid seeking help. Given the immense pressures faced by health services, it is imperative that extra measures are implemented to minimise work-stress, encourage help-seeking behaviours and promote supportive work cultures.

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Medical education and mental health during COVID-19: a survey across 9 countries

Cited by 22 publications

References 54 publications

Assessing medical students’ perception and educational experience during COVID-19 pandemic

Assessing medical students’ perception and educational experience during COVID-19 pandemic

Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review

Qualitative study to explore UK medical students’ and junior doctors’ experiences of occupational stress and mental health during the COVID-19 pandemic

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