The Virtual Team Member: Remote Engagement of Medical Students in COVID-19 Care

Abstract

Background Medical education abruptly changed in the setting of the COVID-19 pandemic, impacting experiential learning in clinical clerkship as medical students were removed from direct patient interactions and care team participation. Re-configuring a hospital clinical rotation using virtual care platforms allowed students to re-engage in the clinical environment and actively participate in patient care. Methods During the height of the pandemic, we implemented a 4-week “virtual team member” (VTM) inpatient medicine elective for medical students in their second year and above to participate in acute patient care during the height of the COVID-19 pandemic. Tasks included providing daily updates to patients and family members along and care coordination. Faculty experts in infectious disease, mental health, ethics, and patient safety incorporated weekly didactic video talks throughout the elective. Student feedback was obtained anonymously through pre-, mid-, and post-elective questionnaires. Results A total of 26 students enrolled in the two 4-week blocks, with 85% in the 2nd year. Survey response rates for the pre, mid, and post-rotation questionnaires were 96%, 77%, 58% respectively. Of the 15 students who completed the post-survey, the majority strongly and somewhat agreed that the elective met expectations (12/15, 80%), was worthwhile (14/15, 93%) and met goals (12/15, 80%). Best parts of the elective most frequently cited by students were patient care and teamwork. Working remotely was the greatest challenge. Conclusions Designing a virtual role for students successfully allowed students to re-engage in the acute care setting and connect with patients and participate in COVID-19 care. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-021-01422-8.

Virtually Speaking: The Impact of a Nationwide Synchronous and Asynchronous Learning Forum

“…Virtual educational programs have previously existed to a limited extent, but the widespread adoption of the V-FIT program forced by the constraints of the COVID-19 pandemic resulted in rapid adoption and extensive participation (ViRL, 1,982 learners over 55 countries; ViP, 489 learners over 2 countries; and ViTLs, 794 learners over 27 countries). The COVID-19 pandemic prompted the development and implementation of virtual didactic educational programs reported broadly for medical students and residency trainees (14)(15)(16)(17). Of interest, urology training programs have developed national virtual didactic content, highlighting a standardized curriculum and improved access to expert educators as 2 strengths (18).…”

Maintaining Medical Student Motivation During Remote Clinical Learning

“…For example, clinical educators at Weill Cornell Medical College implemented a virtual team member model for a virtual inpatient elective in which students engaged with patients, families, and instructors remotely and found positive student perceptions. 27 Rutgers Robert Wood Johnson Medical School also started a telehealth elective for fourth-year students who had been displaced from in-person clinical learning. 28 Rather than reporting on a single educational intervention as a way to promote RCL, our study adds a uniquely deep and student-centered perspective on the process of displacement from in-person clinical learning and presents guiding principles and potential strategies for implementation for educators who endeavor to provide RCL experiences for medical students.…”

Important Factors in Remote Experiential Education

“…OEE hypothesized that the majority of students would be of the opinion that the remote experience would be equal to most/all other rotations they previously had in-person. As healthcare disciplines nationwide adjust to new experiential delivery styles [ 8 , 9 , 10 , 11 , 12 ] and integrate flexibility allotted by accreditors, [ 1 ] the aim of this paper is to describe the survey results and to highlight key areas for remote delivery of experiential education that can influence student experiences across all health care programs.…”