Medical student stress and burnout: Before and after COVID-19

Stacey, Adam; D’Eon, Marcel; Madojemu, Gift

doi:10.36834/cmej.70305

Cited by 13 publications

(13 citation statements)

References 9 publications

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“…This overall lack of exposure may have created difficulties in applying the information for some students, leading to poor performance on the shelf exam. Finally, the stress and burnout brought on/worsened by the pandemic and the transition to more virtual learning platforms have been associated with significant mental health deterioration, which likely contributed to the increase in shelf exam failure rates [ 9 , 10 ].…”

Section: Discussionmentioning

confidence: 99%

Decline in Pediatric Shelf Examination Performance During COVID-19

Hanson¹,

P'Pool²,

Starr³

et al. 2021

Cureus

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BackgroundMedical student education has been impacted by the ongoing coronavirus 2019 (COVID-19) pandemic. Medical students were removed from clinical settings, and the censuses in pediatric hospitals decreased. While there have been studies starting to evaluate these effects on medical students training in surgical subspecialties, the literature in pediatrics is limited. ObjectiveThis study analyzed third-year medical students' National Board of Medical Examiners (NBME) Clinical Science Pediatrics Shelf Exam scores at the conclusion of their core pediatric clerkship. We compared the exam scores before COVID-19 pandemic to those during the pandemic. We hypothesized that the ongoing COVID-19 pandemic would have a negative impact on NBME shelf exam scores and that shelf exam failure rates would increase. MethodsInstitutional Review Board approval was obtained prior to initiation of this study. We conducted a retrospective review of medical student pediatric shelf exam scores from June 2017 to December 2020 from one large, single institution. We adjusted scores for block schedule timing and standardized them based on national norms published for the year prior. We compared two groups: those who completed their pediatric clerkship experiences before pandemic (predominantly in-person learning) vs. those who completed it during the pandemic (predominantly virtual learning). Groups were compared using chi-square and analysisof-variance testing. ResultsWe included 991 medical students, 772 before COVID-19 and 219 during COVID-19. Of these, 19 of 772 (2.5%) students failed the exam prior to COVID-19 compared to 19 of 219 (8.7%) during COVID-19 (p < 0.001). Students who completed their pediatric clerkship during COVID-19 were 3.77 times more likely to fail their end-of-clerkship NBME shelf exam (p < 0.001). ConclusionsStudents who completed their core pediatric clerkship in a predominantly virtual platform during the COVID-19 pandemic were significantly more likely to fail their end-of-clerkship NBME shelf exam. Increased failure rates may suggest issues with acquisition and retainment of pediatric medical knowledge throughout the clerkship, creating knowledge gaps in the foundation of their pediatric experience. Longterm effects of virtual learning platforms will need to be studied further.

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Section: Discussionmentioning

confidence: 99%

Decline in Pediatric Shelf Examination Performance During COVID-19

Hanson¹,

P'Pool²,

Starr³

et al. 2021

Cureus

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“…Stress and burnout are among the factors that may affect medical students during this pandemic [ 11 ]. Studies conducted before the COVID-19 pandemic showed that stress levels were high among medical students [ 12 ].…”

Section: Covid-19 and Web-based Examinationsmentioning

confidence: 99%

Web-Based Medical Examinations During the COVID-19 Era: Reconsidering Learning as the Main Goal of Examination

Manteghinejad¹

2021

JMIR Med Educ

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Like other aspects of the health care system, medical education has been greatly affected by the COVID-19 pandemic. To follow the requirements of lockdown and virtual education, the performance of students has been evaluated via web-based examinations. Although this shift to web-based examinations was inevitable, other mental, educational, and technical aspects should be considered to ensure the efficiency and accuracy of this type of evaluation in this era. The easiest way to address the new challenges is to administer traditional questions via a web-based platform. However, more factors should be accounted for when designing web-based examinations during the COVID-19 era. This article presents an approach in which the opportunity created by the pandemic is used as a basis to reconsider learning as the main goal of web-based examinations. The approach suggests using open-book examinations, using questions that require high cognitive domains, using real clinical scenarios, developing more comprehensive examination blueprints, using advanced platforms for web-based questions, and providing feedback in web-based examinations to ensure that the examinees have acquired the minimum competency levels defined in the course objectives.

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“…“Medical student stress and burnout: Before and after COVID-19” by Stacey, D’Eon, and Madojemu 40 seeks to compare levels of stress and burnout in medical students in the summer of 2020, 2021, and 2022 with the data they already collected in 2019. They intend to use their research results to help medical education leaders take action.…”

Section: Work In Progressmentioning

confidence: 99%

This is a valuable editorial on assertiveness!

D’Eon

2020

Can. Med. Ed. J

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Medical student stress and burnout: Before and after COVID-19

Cited by 13 publications

References 9 publications

Decline in Pediatric Shelf Examination Performance During COVID-19

Decline in Pediatric Shelf Examination Performance During COVID-19

Web-Based Medical Examinations During the COVID-19 Era: Reconsidering Learning as the Main Goal of Examination

This is a valuable editorial on assertiveness!

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