The Impact of COVID-19 on Medical Education

Ferrel, Meganne; Ryan, John

doi:10.7759/cureus.7492

Cited by 586 publications

(641 citation statements)

References 2 publications

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“…Students in the return group also scored significantly higher in their response to the rationale ‘It is part of my professional responsibility.’ This is consistent with students’ desire to be held to the high ethical standards of medical professionals 17 and to be part of the medical team 8 . Developing clinical capabilities 6 and forming professional identity are closely intertwined with effective supervision, role modelling and reflective learning, 5 essential factors, which at present are being balanced against wider societal needs. Understanding student responses under these conditions may identify a nuanced relationship between his or her perceptions of self‐risk as a marker for severity of disease of patients, and by extension, the appropriateness of adding potential risk into the health care system, such as by having medical students return to a taxed clinical setting.…”

Section: Discussionmentioning

confidence: 99%

“…The rationale for suspending clinical activities during infectious disease outbreaks are manifold, requiring a balance of individual, systemic and societal considerations. These include priorities to help ‘flatten the curve,’ limit involvement in clinical care areas to ‘essential’ staff, conserve personal protective equipment (PPE), reduce exposure risk of medical students, and consider the burden of clinician educators in meeting education goals in the face of overwhelmingly increased clinical demands 5,6 . Some posit that as students are not health care professionals, they should not be expected to share the same exposure risks and responsibilities.…”

Section: Introductionmentioning

confidence: 99%

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Medical students’ preference for returning to the clinical setting during the COVID‐19 pandemic

et al. 2020

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Objectives The coronavirus disease 2019 (COVID‐19) pandemic has led to widespread disruptions in the clinical education of medical students. In managing students’ return to the clinical setting, medical schools face the challenge of balancing education, service and risk considerations. To compound this challenge, medical students may prefer not to re‐enter during a period of great uncertainty, leading to substantive downstream sequelae on individual, institutional and national levels. Understanding students’ views on resuming clinical experiences, therefore, is an important consideration. The purpose of this study was to assess medical students’ preference for re‐entering the clinical setting during the COVID‐19 pandemic and to explore personal and environmental characteristics associated with that preference. Methods We conducted an electronic survey of currently enrolled medical students at the Duke‐NUS Medical School, less than a month into the COVID‐19 pandemic. Survey items were aligned with a conceptual framework related to medical students’ preference for returning to the clinical setting. The framework consisted of three domains: (a) non‐modifiable demographic information; (b) factors thought to be modifiable through the course of medical education, including burnout, tolerance for ambiguity, motivation and professionalism, and (c) students’ perception of COVID‐19 infection risk to self. Results Approximately one‐third (n=63) of 179 students preferred not to return to the clinical setting. Results of a multivariable analysis indicated that compared to this group, the two‐thirds (n=116) of students favouring return showed evidence of greater autonomous (or internal) motivation, a greater sense of professional responsibility and a lower self‐perception of harbouring risk to patients. Conclusions Students’ preference on returning to the clinical environment stems from the interplay of several key factors, and is substantively associated with perceptions of professional responsibility and their own potential risk to the health care system. Mindfully considering and addressing these issues may help medical schools in their preparation for returning students to the clinical setting.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Medical students’ preference for returning to the clinical setting during the COVID‐19 pandemic

et al. 2020

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“…The COVID-19 pandemic forced medical schools around the world to transition their entire pre-clinical curricula to remote learning platforms overnight (1). Unsurprisingly, this posed immense challenges for administrators, course directors, and students alike (2)(3)(4)(5). Recent articles have discussed the impact of COVID-19 on medical education, but these have largely consisted of editorial or opinion pieces without data demonstrating students' perspectives.…”

Section: Discussionmentioning

confidence: 99%

Pre-Clinical Remote Undergraduate Medical Education During the COVID-19 Pandemic: A Survey Study

Shahrvini

Baxter

Coffey

et al. 2020

Preprint

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Background: The COVID-19 pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess student perceptions of remote learning during the pre-clinical curricular training phase. Methods: A survey was distributed to first- and second-year medical students enrolled at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content.Results: Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt the quality of instruction and their ability to participate had been negatively affected. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates. Most second-year students (56.7%) felt their preparation for the USMLE Step 1 exam was negatively affected and 43.3% felt unprepared to begin clerkships. In narrative responses, most appreciated the increased flexibility of remote learning but recognized that digital fatigue, decreased ability to participate, and lack of clinical skills and hands-on lab learning were notable deficits.Conclusions: Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.

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“…Medical schools in various countries closed due to mitigate the virus spread. 7,8 One of our central teaching aims in emergency medicine is self-protection and personal security for the aides. The risk of infection with COVID-19 is high especially during aerosol generating procedures like airway management, cardiopulmonary resuscitation or non-invasive ventilation as common in EDs.…”

Section: Students Role During Covid-19mentioning

confidence: 99%

Education in academic emergency medicine during the COVID-19 pandemic – our experience from an ongoing crisis

Müeller

Schriefl

Hölzer

et al. 2020

Preprint

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Background: The COVID-19 pandemic resulted in suspension of the whole teaching program at the Medical University of Vienna until the end of summer semester. Therefore, a substantial waste of learning time threatens. As the responsible department for emergency medicine teaching, we adapted our program to continue with our courses and maintain the learning progress. Our objective was to evaluate the number of conducted courses and to report the used methods.Methods: Teaching was classified in credit hours per week (CHW). One CHW represents 15 academic hours (45 minutes) during one semester. Computations were performed on basis of the official numbers from the prospectus of the university, or - if not available - were calculated with the formula above. Webinars were performed using CISCO Webex Events®, Webex Training® and ZOOM®. We further utilized Moodle® for resuscitation courses.Results: Overall, courses and clerkships equivalent to 80.2 out of 101.4 CHW (79.1%) will be held during the ongoing crisis in summer semester. Courses in winter semester were completed regularly. In the human medicine curriculum, we could perform 73.7 out of 94.9 CHW (77.7%). In the emergency lectures for the dentistry curriculum, we could adapt all courses to webinars (6.5 CHW, 100%). After adjustment for the exact number of students in each class, courses and clerkships equivalent to 78.7% could be conducted.Conclusions: Despite the challenge to be prepared for the treatment of numerous patients during an ongoing pandemic, we could maintain the majority of our teaching responsibilities. Although sufficient skill training cannot be achieved under those circumstances, we could provide the theoretical backgrounds to allow students further continuation in their studies.

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The Impact of COVID-19 on Medical Education

Cited by 586 publications

References 2 publications

Medical students’ preference for returning to the clinical setting during the COVID‐19 pandemic

Medical students’ preference for returning to the clinical setting during the COVID‐19 pandemic

Pre-Clinical Remote Undergraduate Medical Education During the COVID-19 Pandemic: A Survey Study

Education in academic emergency medicine during the COVID-19 pandemic – our experience from an ongoing crisis

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