The Volunteers in Research programme: supporting COVID-19 research and improving medical training in parallel

Abstract

COVID-19 has had an unprecedented impact on society, global healthcare and daily life. The redeployment of research staff to patient-facing roles in the NHS left a depleted workforce to deliver critical urgent public health research (UPHR). We aimed to support UPHR studies and medical student training by developing and implementing a medical student Volunteers in Research programme. We further sought to gain insights about medical students' perceptions of this programme. We collected prospective data and conducted a retrospective survey as part of a service evaluation to assess the value of this clinical research experience to students, as well as motivators and barriers to taking part. The Volunteers in Research programme successfully supported UPHR studies during the COVID-19 pandemic. We generated important insights to help aid the wider implementation of this programme nationally to support essential research and medical student education.

Health professional student’s volunteering activities during the COVID-19 pandemic: A systematic literature review

“…Nine studies described the types of volunteering activities carried out by health professional students during the pandemic ( 7 , 8 , 22 , 25 , 27 , 39 , 46 – 48 ). The activities can be broadly divided into nine different categories, defined as hospital works (triage, admission wards, and emergency room) ( 7 , 25 , 27 , 46 ), call center and administration ( 7 , 27 , 39 , 46 ), epidemiological aspects (contact tracing, testing) ( 22 , 47 , 48 ), online or remote consultation (regarding COVID-19 or non-COVID-19 cases, using phone or internet) ( 46 – 49 ), laboratory-related works ( 47 ), food and/or PPE supply ( 27 , 39 ), mentoring juniors ( 39 ), public education (such as countering hoaxes) ( 48 ), and in research programs ( 8 ). Some students also reported participating in more than one type of volunteering activity ( 7 , 39 ).…”

“…Fourteen studies revealed the benefits of participating as a volunteer during the current pandemic from the health professional students’ perspectives ( 7 , 8 , 16 , 17 , 22 , 24 , 27 , 28 , 46 , 47 , 50 – 53 ). The most frequently mentioned advantage was to learn and practice, especially to give real aid and explore evidence-based medicine ( 8 , 16 , 17 , 22 , 24 , 28 , 47 , 53 ).…”

“…Fourteen studies revealed the benefits of participating as a volunteer during the current pandemic from the health professional students’ perspectives ( 7 , 8 , 16 , 17 , 22 , 24 , 27 , 28 , 46 , 47 , 50 – 53 ). The most frequently mentioned advantage was to learn and practice, especially to give real aid and explore evidence-based medicine ( 8 , 16 , 17 , 22 , 24 , 28 , 47 , 53 ). Other benefits included collaborating with non-physicians ( 8 , 22 , 47 ), strengthening communication skills and empathy ( 8 , 16 , 17 , 22 , 24 , 50 , 54 ), knowing more about the healthcare system and costs ( 22 ), developing leadership and time management ( 24 , 47 , 52 ), helping other people (social benefits) ( 16 , 17 , 24 , 28 , 51 ), getting recognition (from friends, other healthcare workers, patients, etc.)…”

“…The most frequently mentioned advantage was to learn and practice, especially to give real aid and explore evidence-based medicine ( 8 , 16 , 17 , 22 , 24 , 28 , 47 , 53 ). Other benefits included collaborating with non-physicians ( 8 , 22 , 47 ), strengthening communication skills and empathy ( 8 , 16 , 17 , 22 , 24 , 50 , 54 ), knowing more about the healthcare system and costs ( 22 ), developing leadership and time management ( 24 , 47 , 52 ), helping other people (social benefits) ( 16 , 17 , 24 , 28 , 51 ), getting recognition (from friends, other healthcare workers, patients, etc.) ( 7 , 46 ), providing an interactive learning platform ( 49 ), receiving financial compensation ( 52 ), and experiencing a research atmosphere ( 8 ).…”

“…Students in the health professions, particularly those in the medical field, could participate in a variety of voluntary activities, both directly in health services (triage, admissions wards, hospital clinics, emergency departments, and diagnostic laboratories) and indirectly (call centers, community contact tracing, and community education) ( 7 ). The breaks from clinical rotations also provided opportunities for students to engage in academic writing, improve their understanding of critical appraisal abilities, conduct clinical trials, and learn about data analysis ( 5 , 8 ).…”