#MedStudentCovid: How social media is supporting students during COVID‐19

Huddart, Daniel; Hirniak, Johnathan; Sethi, Rajiv K.; Hayer, Gursharun Kaur; Dibblin, Connor; Rao, Biyyam Meghna; Zaman, Mohammed; Jenkins, Cameron; Hueso, Benjamin; Sethi, Sunil

doi:10.1111/medu.14215

Cited by 54 publications

(48 citation statements)

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“…The development of innovative educational projects has been initiated to enhance remote medical education. 19 A rise in external resources and teaching programmes such as Osmosis, BiteMedicine, Becoming A Doctor and Sustaining Medical education in a Lockdown Environment (SMILE) has allowed many teaching sessions to be available to medical students across the country. Hence, students may learn from a wider community of professionals.…”

Section: Discussionmentioning

confidence: 99%

“…The low score of 2.28 for being ‘well prepared for my profession’ ( table 2 ), compared with previous studies reporting up to 3.18, 41 43 46 47 49 is striking, mirroring concerns that remote or online teaching may compromise the clinical competence and confidence of students. 19 The loss of immediate feedback may have contributed to this, as generally students and doctors prefer face-to-face sessions for communication 50 and feedback purposes. 51 Nonetheless, it is important to note that students often do not feel completely prepared for their profession.…”

Section: Discussionmentioning

confidence: 99%

“… 18 Indeed, a recent national Twitter discussion, involving representatives from the General Medical Council, NHS (National Health Service) England and WHO, found that a key concern among students was that remote learning impacted their ability to develop clinical competence. 19 This also highlighted the potential role of the professional use of social media in facilitating medical education, as shown in surgical training. 20 …”

Section: Introductionmentioning

confidence: 95%

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Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

et al. 2020

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ObjectivesTo investigate perceptions of medical students on the role of online teaching in facilitating medical education during the COVID-19 pandemic.DesignCross-sectional, online national survey.SettingResponses collected online from 4th May 2020 to 11th May 2020 across 40 UK medical schools.ParticipantsMedical students across all years from UK-registered medical schools.Main outcome measuresThe uses, experiences, perceived benefits and barriers of online teaching during the COVID-19 pandemic.Results2721 medical students across 39 medical schools responded. Medical schools adapted to the pandemic in different ways. The changes included the development of new distance-learning platforms on which content was released, remote delivery of lectures using platforms and the use of question banks and other online active recall resources. A significant difference was found between time spent on online platforms before and during COVID-19, with 7.35% students before versus 23.56% students during the pandemic spending >15 hours per week (p<0.05). The greatest perceived benefits of online teaching platforms included their flexibility. Whereas the commonly perceived barriers to using online teaching platforms included family distraction (26.76%) and poor internet connection (21.53%).ConclusionsOnline teaching has enabled the continuation of medical education during these unprecedented times. Moving forward from this pandemic, in order to maximise the benefits of both face-to-face and online teaching and to improve the efficacy of medical education in the future, we suggest medical schools resort to teaching formats such as team-based/problem-based learning. This uses online teaching platforms allowing students to digest information in their own time but also allows students to then constructively discuss this material with peers. It has also been shown to be effective in terms of achieving learning outcomes. Beyond COVID-19, we anticipate further incorporation of online teaching methods within traditional medical education. This may accompany the observed shift in medical practice towards virtual consultations.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

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Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

et al. 2020

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“…Students from various backgrounds, including international, minority and medical student parents can be placed together in groups to facilitate increased understanding of the various challenges others from different backgrounds face, which may assist with developing empathetic competence (111). Such mentoring doesn't need to be faculty-driven but can be led by medical students themselves, who can use existing social media networks and telecommunications to overcome barriers imposed by social distancing policies (104,(111)(112)(113).…”

Section: Mentoring Groupsmentioning

confidence: 99%

Addressing the Covid-19 Burden on Medical Education and Training: The Role of Telemedicine and Tele-Education During and Beyond the Pandemic

Sharma

Bhaskar

2020

Front. Public Health

147

144

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Medical students are the future of sustainable health systems that are severely under pressure during COVID-19. The disruption in medical education and training has adversely impacted traditional medical education and medical students and is likely to have long-term implications beyond COVID-19. In this article, we present a comprehensive analysis of the existing structural and systemic challenges applicable to medical students and teaching/training programs and the impact of COVID-19 on medical students and education. Use of technologies such as telemedicine or remote education platforms can minimize increased mental health risks to this population. An overview of challenges during and beyond the COVID-19 pandemic are also discussed, and targeted recommendations to address acute and systemic issues in medical education and training are presented. During the transition from conventional in-person or classroom teaching to tele-delivery of educational programs, medical students have to navigate various social, economic and cultural factors which interfere with their personal and academic lives. This is especially relevant for those from vulnerable, underprivileged or minority backgrounds. Students from vulnerable backgrounds are influenced by environmental factors such as unemployment of themselves and family members, lack of or inequity in provision and access to educational technologies and remote delivery-platforms, and increased levels of mental health stressors due to prolonged isolation and self-quarantine measures. Technologies for remote education and training delivery as well as sustenance and increased delivery of general well-being and mental health services to medical students, especially to those at high-risk, are pivotal to our response to COVID-19 and beyond.

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“…Much of the writing so far on pedagogy and pandemic has focused on the financial implications for institutions (e.g , and the efforts being made to support meaningful online provision (e.g. Bao, 2020;Crawford et al, 2020;Wyres & Taylor, 2020;Longhurst et al, 2020;Huddart et al, 2020). The challenges of moving, virtually overnight, to pedagogically sound online provision have been documented (e.g.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

COVID-19 and the move to online teaching: impact on perceptions of belonging in staff and students in a UK widening participation university

2020

JALT

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Belonging within higher education benefits students, staff and institutions. The COVID-19 pandemic necessitated campus closures at short notice, with teaching and assessment moving online. Understanding the impact of this upon belonging from both staff and student perspectives, and exploring whether demographic or study characteristics have an impact, is needed to inform future educational provision. A bespoke questionnaire collecting quantitative and qualitative information was administered online to staff and students at a UK university with a strong widening participation focus. A total of 208 students and 71 academic staff responded. Staff were significantly more likely than students to recognise belonging as important. Lockdown reduced feelings of belonging in both groups, and physical presence on campus was highlighted as important by both. Despite considerable diversity, student responses showed a high degree of homogeneity. Although advantages to future online teaching were identified by both staff and students, almost half of students disagreed that they would learn better if future teaching remained online. A greater proportion of staff identified teacher online presence and facilitating active learning as essential in helping students to belong, but what students consider essential in online teaching to enhance belonging is less clear from this data.

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#MedStudentCovid: How social media is supporting students during COVID‐19

Abstract: Møller and Christensen encourage us to revisit key principles of action research and reconsider the researcher’s outsider role as a means to better understand complexity in practice.

Cited by 54 publications

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Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

Addressing the Covid-19 Burden on Medical Education and Training: The Role of Telemedicine and Tele-Education During and Beyond the Pandemic

COVID-19 and the move to online teaching: impact on perceptions of belonging in staff and students in a UK widening participation university

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