Stressors Associated With Change in Academic and Social Attributes Due to Covid-19 Pandemic and Their Psychological Impact on Medical Students

Omer, Wafa; Janjua, Riaz Shahbaz; Riaz, Jamilah; Jawed, Saira; Iqbal, Momin

doi:10.35845/kmuj.2021.21172

Cited by 1 publication

(1 citation statement)

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“…15,[41][42][43] These stressors were experienced disproportionately by medical students who had previously experienced mental health challenges, 26,44 women and gender minority students, 28,[45][46][47][48][49] and students from low-income families. 32,50 Simultaneously, UGME staff were facing dramatically increased workloads, particularly women and disabled workers. 27,51 Medical program staff often called in resident teachers, who were already facing crisis levels of burnout as a group, to fill teaching gaps.…”

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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