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Wilkes FA, Looi JCL, Maguire PA, Bonner D, Reay RE, Brazel M, Keightley P, Tedeschi M, Wardle C, Kramer D. Online medical student OSCE examinations during the first three years of the COVID-19 pandemic compared to three years pre-pandemic: An Australian experience in psychiatry and addiction medicine. MEDICAL TEACHER 2024; 46:776-781. [PMID: 38113876 DOI: 10.1080/0142159x.2023.2279918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/21/2023]
Abstract
PURPOSE We have evaluated the final-year Psychiatry and Addiction Medicine (PAM) summative Objective Structured Clinical Examination (OSCE) examinations in a four-year graduate medical degree program, for the previous three years as a baseline comparator, and during three years of the COVID-19 pandemic (2020-2022). METHODS A de-identified analysis of medical student summative OSCE examination performance, and comparative review for the 3 years before, and for each year of the pandemic. RESULTS Internal reliability in test scores as measured by R-squared remained the same or increased following the start of the pandemic. There was a significant increase in mean test scores after the start of the pandemic compared to pre-pandemic for combined OSCE scores for all final-year disciplines, as well as for the PAM role-play OSCEs, but not for the PAM mental state examination OSCEs. CONCLUSIONS Changing to online OSCEs during the pandemic was related to an increase in scores for some but not all domains of the tests. This is in line with a nascent body of literature on medical teaching and examination following the start of the pandemic. Further research is needed to optimise teaching and examination in a post-pandemic medical school environment.
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Affiliation(s)
- Fiona A Wilkes
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Jeffrey C L Looi
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Paul A Maguire
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Daniel Bonner
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Rebecca E Reay
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Matthew Brazel
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Philip Keightley
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Michael Tedeschi
- Academic Unit of Psychiatry and Addiction Medicine, The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, Australia
| | - Claire Wardle
- Medical Education Unit, College of Health and Medicine, The Australian National University School of Medicine and Psychology, Acton, Australia
| | - David Kramer
- Medical Education Unit, College of Health and Medicine, The Australian National University School of Medicine and Psychology, Acton, Australia
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Offenbacher J, Via D, Oren N, Assaf J, Nama A, Alpert EA. Integrating medical students into the emergency department during a protracted period of military conflict: Enhancing surge capacity and augmenting education. AEM EDUCATION AND TRAINING 2024; 8:e11006. [PMID: 38868167 PMCID: PMC11164710 DOI: 10.1002/aet2.11006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2023] [Revised: 05/06/2024] [Accepted: 05/30/2024] [Indexed: 06/14/2024]
Affiliation(s)
- Joseph Offenbacher
- Department of Emergency MedicineNew York University Grossman School of Medicine, NYU Langone HealthNew YorkNew YorkUSA
| | - Dror Via
- School of Medicine, Hebrew University of JerusalemJerusalemIsrael
- Department of Emergency MedicineHadassah University Medical Center–Ein KeremJerusalemIsrael
| | - Noa Oren
- School of Medicine, Hebrew University of JerusalemJerusalemIsrael
- Department of Emergency MedicineHadassah University Medical Center–Ein KeremJerusalemIsrael
| | - Jacob Assaf
- Department of Emergency MedicineHadassah University Medical Center–Ein KeremJerusalemIsrael
- Faculty of MedicineHebrew University of JerusalemJerusalemIsrael
| | - Ahmad Nama
- Department of Emergency MedicineHadassah University Medical Center–Ein KeremJerusalemIsrael
- Faculty of MedicineHebrew University of JerusalemJerusalemIsrael
| | - Evan Avraham Alpert
- Department of Emergency MedicineHadassah University Medical Center–Ein KeremJerusalemIsrael
- Faculty of MedicineHebrew University of JerusalemJerusalemIsrael
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Cornelius AP, Rodrigues-Rosa A. A faculty-led resident strike team as a force expander during disaster. Am J Disaster Med 2024; 19:5-13. [PMID: 38597642 DOI: 10.5055/ajdm.0467] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/11/2024]
Abstract
The emergence of the coronavirus disease 2019 (COVID-19) pandemic produced an unprecedented strain on the United States medical system. Prior to the pandemic, there was an estimated 20,000 physician shortage. This has been further stressed by physicians falling ill and the increased acuity of the COVID-19 patients. Federal medical team availability was stretched to its capabilities with the large numbers of deployments. With such severe staffing shortages, creative ways of force expansion were undertaken. New Orleans, Louisiana, was one of the hardest hit areas early in the pandemic. As the case counts built, a call was put out for help. The Louisiana State University (LSU) system responded with a faculty-led resident strike team out of the LSU Health Shreveport Academic Medical Center. Residents and faculty alike volunteered, forming a multispecialty, attending-led medical strike team of approximately 10 physicians. Administrative aspects such as institution-specific credentialing, malpractice coverage, resident distribution, attending physician oversight, among other aspects were addressed, managed, and agreed upon between the LSU Health Shreveport and the New Orleans hospital institutions and leadership prior to deployment in April 2020. In New Orleans, the residents managed patients within the departments of emergency medicine, medical floor, and intensive care unit (ICU). The residents assigned to the medical floor became a new hospitalist service team. The diversity of specialties allowed the team to address patient care in a multidisciplinary manner, leading to comprehensive patient care plans and unhindered team dynamic and workflow. During the first week alone, the team admitted and cared for over 100 patients combined from the medical floor and ICU. In a disaster situation compounded by staff shortages, a resident strike team is a beneficial solution for force expansion. This article qualitatively reviews the first published incidence of a faculty-led multispecialty resident strike team being used as a force expander in a disaster.
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Affiliation(s)
- Angela P Cornelius
- John Peter Smith Hospital, Fort Worth Emergency Medicine Residency; Associate Professor, Clinical Emergency Medicine TCU/UNT, Fort Worth, Texas; Associate Professor, Louisiana State University-Shreveport Academic Medical Center, Shreveport, Louisiana. ORCID: https://orcid.org/0000-0002-0405-1433
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Abstract
Background: This study aimed to assess the impact of the COVID-19 pandemic in terms of the prevalence of anxiety, depression and stress symptoms in Italian medical students and to identify the associated factors. Design and Methods: A cross-sectional online survey was administered to second-sixth year medical students of the University of Torino, collecting data on the students' sociodemographics, COVID-19 exposure, anxiety, depression and stress symptoms. Three hierarchical regressions adjusted for age, gender and year of study were executed. Results: The sample size was 1359. The prevalence of anxiety, depression symptoms, moderate perceived stress and severe perceived stress was 47.8%, 52.1%, 56.2% and 28.4%, respectively. The factors associated with mental health symptoms were: being a woman, a family history of psychiatric disorders, living off-site, competitive/hostile climates and unsatisfying friendships among classmates, poor relationships with cohabitants, negative judgment of medical school choice, fear of COVID-19 infection, feelings of loneliness, distressing existential reflections, and a worsening psychological condition related to the pandemic. Being in the fourth or sixth year constituted a protective factor for depression symptoms. Conclusions: Mental health in medical students was associated with both COVID-independent and COVID-related factors. Accessibility to effective interventions must be increased to counteract these changes.
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Affiliation(s)
- Sara Carletto
- Sara Carletto, Department of Neuroscience “Rita Levi Montalcini”, University of Torino, Via Cherasco 15, Torino 10126, Italy.
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Alzain AF, Elhussein N, Hamd ZY, Fadulelmulla IA, Omer AM, Alotaibi A, Alsuhaymi A, Aljohany M, Alharbi N, Ahmed AM, Hussien R, Elamin BA, Mohamed Ahmed Medani A, Khandaker MU. The impact of health volunteering of radiology students on improving their self-skills and practical capabilities in the Kingdom of Saudi Arabia. Front Med (Lausanne) 2024; 10:1243014. [PMID: 38486825 PMCID: PMC10937525 DOI: 10.3389/fmed.2023.1243014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Accepted: 11/28/2023] [Indexed: 03/17/2024] Open
Abstract
Background Volunteering is a beneficial activity with a wide range of positive outcomes, from the individual to the communal level. In many ways, volunteering has a positive impact on the development of a volunteer's personality and experience. This study aimed to evaluate the impact of health volunteering on improving the self-skills and practical capacities of students in the western region of the Kingdom of Saudi Arabia. Materials and methods The study was a descriptive cross-sectional electronic web-based survey that was submitted on a web-based questionnaire; 183 students answered the survey, and then, the data were analyzed using SPSS. Results This study shows that 95.6% of participants agree and strongly agree that the health volunteering experience was useful, 2.7% of the participants neither agree nor disagree, and 1.6% disagree and strongly disagree. Regarding the distribution of the participants on skills learned from volunteering experience, the largest proportion of student (36.1%) volunteers in the health sector acquired communication skills and the smallest proportion of student (14.8%) volunteers in the acquired time management skills. Regarding the disadvantages, 81.4% of the participants do not think there were any disadvantages to their previous health volunteering experience, while only 18.6% of them think there were any disadvantages to their previous health volunteering experience. Additionally, the study found that the type of the sector affects the skills acquired from health volunteering. Conclusion Research revealed that the majority considered volunteering a great experience. Volunteering increased the self-skills and practical capacities of radiology students, which proved the hypothesis.
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Affiliation(s)
- Amel F. Alzain
- Department of Diagnostic Radiology Technology, College of Applied Medical Sciences, Taibah University, Al-Madinah Al-Munawwrah, Saudi Arabia
| | - Nagwan Elhussein
- Department of Diagnostic Radiology, College of Applied Medical Sciences, University of Ha’il, Ha’il, Saudi Arabia
| | - Zuhal Y. Hamd
- Department of Radiological Sciences, College of Health and Rehabilitation Sciences, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | | | - Awatif M. Omer
- Department of Diagnostic Radiology Technology, College of Applied Medical Sciences, Taibah University, Al-Madinah Al-Munawwrah, Saudi Arabia
| | - Ahoud Alotaibi
- Department of Diagnostic Radiology Technology, College of Applied Medical Sciences, Taibah University, Al-Madinah Al-Munawwrah, Saudi Arabia
| | - Amani Alsuhaymi
- Department of Diagnostic Radiology Technology, College of Applied Medical Sciences, Taibah University, Al-Madinah Al-Munawwrah, Saudi Arabia
| | - Maram Aljohany
- Department of Diagnostic Radiology Technology, College of Applied Medical Sciences, Taibah University, Al-Madinah Al-Munawwrah, Saudi Arabia
| | - Najwa Alharbi
- Department of Diagnostic Radiology Technology, College of Applied Medical Sciences, Taibah University, Al-Madinah Al-Munawwrah, Saudi Arabia
| | - Amna Mohamed Ahmed
- Department of Radiological Sciences, College of Applied Medical Sciences, King Khalid University, Abha, Saudi Arabia
| | - Rehab Hussien
- Department of Diagnostic Radiology, College of Applied Medical Sciences, University of Ha’il, Ha’il, Saudi Arabia
| | - Badria Awad Elamin
- Department of Diagnostic Radiology, College of Applied Medical Sciences, University of Ha’il, Ha’il, Saudi Arabia
| | - Afaf Mohamed Ahmed Medani
- Department of Radiological Sciences, College of Applied Medical Sciences, King Khalid University, Abha, Saudi Arabia
| | - Mayeen Uddin Khandaker
- Applied Physics and Radiation Technologies Group, CCDCU, School of Engineering and Technology, Sunway University, Bandar Sunway, Selangor, Malaysia
- Faculty of Graduate Studies, Daffodil International University, Dhaka, Bangladesh
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Rehman M, Khalid F, Sheth U, Al-Duaij L, Chow J, Azim A, Last N, Blissett S, Sibbald M. Quarantining From Professional Identity: How Did COVID-19 Impact Professional Identity Formation in Undergraduate Medical Education? PERSPECTIVES ON MEDICAL EDUCATION 2024; 13:130-140. [PMID: 38406652 PMCID: PMC10885846 DOI: 10.5334/pme.1308] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/19/2024] [Accepted: 01/30/2024] [Indexed: 02/27/2024]
Abstract
Introduction Professional Identity Formation (PIF) entails the integration of a profession's core values and beliefs with an individual's existing identity and values. Within undergraduate medical education (UGME), the cultivation of PIF is a key objective. The COVID-19 pandemic brought about substantial sociocultural challenges to UGME. Existing explorations into the repercussions of COVID-19 on PIF in UGME have predominantly adopted an individualistic approach. We sought to examine how the COVID-19 pandemic influenced PIF in UGME from a sociocultural perspective. This study aims to provide valuable insights for effectively nurturing PIF in future disruptive scenarios. Methods Semi structured interviews were conducted with medical students from the graduating class of 2022 (n = 7) and class of 2023 (n = 13) on their medical education experiences during the pandemic and its impact on their PIF. We used the Transformation in Medical Education (TIME) framework to develop the interview guide. Direct content analysis was used for data analysis. Results The COVID-19 pandemic significantly impacted the UGME experience, causing disruptions such as an abrupt shift to online learning, increased social isolation, and limited in-person opportunities. Medical students felt disconnected from peers, educators, and the clinical setting. In the clerkship stage, students recognized knowledge gaps, producing a "late blooming" effect. There was increased awareness for self-care and burnout prevention. Discussion Our study suggests that pandemic disruptors delayed PIF owing largely to slower acquisition of skills/knowledge and impaired socialization with the medical community. This highlights the crucial role of sociocultural experiences in developing PIF in UGME. PIF is a dynamic and adaptable process that was preserved during the COVID-19 pandemic.
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Affiliation(s)
| | - Faran Khalid
- Department of Family Medicine, University of Ottawa, CA
| | - Urmi Sheth
- Michael G. Degroote School of Medicine, CA
| | - Lulwa Al-Duaij
- Department of Medicine, Division of Cardiology, McMaster University, CA
| | - Justin Chow
- Department of Medicine, Division of Cardiology, McMaster University, CA
| | - Arden Azim
- Department of Medicine, Division of General Internal Medicine, McMaster University, CA
| | - Nicole Last
- Centre for Simulation Based Learning, McMaster University, CA
| | - Sarah Blissett
- Department of Medicine, Division of Cardiology, Western University, CA
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Wolf A, Pricop-Jeckstad M, Botzenhart U, Gredes T. Assessment of Dental Student Satisfaction after Internships in Collaborative Dental Practices in Saxony-A Retrospective Questionnaire Analysis. Dent J (Basel) 2024; 12:14. [PMID: 38248222 PMCID: PMC10814309 DOI: 10.3390/dj12010014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Revised: 12/15/2023] [Accepted: 12/26/2023] [Indexed: 01/23/2024] Open
Abstract
The goal for dental students of a university-based program should be to learn about practice procedures in a dental office as part of their studies in order to gain insight into day-to-day activities, such as organizational management, patient communication, and problem-solving strategies. All dental students from the Faculty of Medicine at the University of Dresden in Germany, who completed a one-week internship in an external dental office in the last year before taking the final exam, were invited to participate in the survey (total n = 182 in years 2017-2019 and 2022). After completing the internship, the students were asked to anonymously rate the distinctive competencies they had acquired during their dental studies in terms of clinical and social communication skills. The results of the survey showed a good practicability of the acquired dental knowledge and a general satisfaction of students during their internships. No significant influence of the COVID-19 outbreak and the resulting special regulations in dental practices during the pandemic on student satisfaction was found. Students were more satisfied with their completed internships in smaller cities. Therefore, a stronger inclusion of practices outside the big cities should be considered in the current implementation of the new Dental Licensure Act in Germany.
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Affiliation(s)
- Annette Wolf
- Department of Prosthetic Dentistry, Faculty of Medicine Carl Gustav Carus, TU Dresden, 01307 Dresden, Germany;
| | - Mihaela Pricop-Jeckstad
- Department of Applied Mathematics, University Politehnica of Bucharest, 060042 Bucharest, Romania;
| | - Ute Botzenhart
- Department of Orthodontics, Faculty of Medicine Carl Gustav Carus, TU Dresden, 01307 Dresden, Germany;
- Department of Orthodontics and Temporomandibular Disorders, University of Medical Sciences, 60-812 Poznań, Poland
| | - Tomasz Gredes
- Department of Orthodontics, Faculty of Medicine Carl Gustav Carus, TU Dresden, 01307 Dresden, Germany;
- Department of Orthodontics and Temporomandibular Disorders, University of Medical Sciences, 60-812 Poznań, Poland
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Aboalshamat K, Alayyafi T, Elaiwa G, Assayegh M, Alqaidi A. Understanding volunteerism among dental students and professionals to reach Saudi Arabia Vision 2030 goals. PLoS One 2024; 19:e0296745. [PMID: 38198495 PMCID: PMC10781196 DOI: 10.1371/journal.pone.0296745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Accepted: 12/19/2023] [Indexed: 01/12/2024] Open
Abstract
BACKGROUND Volunteering can be defined as activities a person does for free to help another person or group. Saudi Vision 2030 has a target of one million volunteers from the country by 2030. The aim of this study was to find out the frequencies of the motives, barriers, and experiences of volunteering dental students and dentists in Saudi Arabia. MATERIALS AND METHODS In this cross-sectional study, 655 dental students and dentists from 37 cities around Saudi Arabia answered a questionnaire of 59 questions derived from previous studies. The questionnaire was distributed through social media. SPSS software was used to analyze the data, with p-value of 0.05 as significant. Chi-square was used for analytical statistics. RESULTS The chance to learn in a health-related field (84.58%) was the most motivating factor to volunteer, and the least motivating factor was financial compensation (46.72%). Females had multiple significantly higher motives percentages than males (p<0.05). The most prominent barrier was time constraints (74.50%), while the least important barrier was parents/family disapproval (28.85%). Lack of transportation was a more significant (p<0.001) barrier for females than males. Of the respondents, 74.50% had previously participated in volunteer work. Among those, 98.36% volunteered in Saudi Arabia and 6.97% volunteered outside of Saudi Arabia. Also, 46.31% volunteered during the COVID-19 pandemic. CONCLUSIONS A high percentage of dental students and dentists in Saudi Arabia engage in volunteer activities. Nevertheless, various impediments must be addressed to achieved the targeted key performance indicator of Saudi Arabia Vision 2030.
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Affiliation(s)
- Khalid Aboalshamat
- Dental Public Health Division, Preventative Dentistry Department, Faculty of Dental Medicine, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Turki Alayyafi
- College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Ghassan Elaiwa
- College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Mishal Assayegh
- College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
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Feng S, Huang Z, Tan H, Deng J, Jiang H. Student engagement in voluntary service in response to COVID-19 in Guangzhou, China: Implications for disease control and public health education from a cross-sectional study. Medicine (Baltimore) 2024; 103:e36553. [PMID: 38181278 PMCID: PMC10766220 DOI: 10.1097/md.0000000000036553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 11/17/2023] [Indexed: 01/07/2024] Open
Abstract
Public health students have been seen as a potential force to meet the demand for health workers during the coronavirus disease 2019 (COVID-19) pandemic. However, few studies have provided empirical data. This study was conducted to summarize the experiences of public health students who engaged in voluntary service in response to the COVID-19 outbreak in Guangzhou, China. A cross-sectional study was conducted among postgraduate and undergraduate students at the School of Public Health, Guangdong Pharmaceutical University, in August 2021. A self-designed online questionnaire was used to collect data on the experience of voluntary service during the early stage of the outbreak (in February 2020) and during the normalization stage of the prevention and control of COVID-19 (in June 2021) in China. Among the 96 students, 40 (41.7%) participated in voluntary service in February 2020, and 56 (58.3%) participated in voluntary service in June 2021. Most of the students participated in the voluntary service due to the motivations to help others (55.2%), to apply theoretical knowledge to practice (74.0%), to improve their fieldwork skills (72.9%), and to gain the experience for future careers (80.2%). Most volunteers were driven by professional responsibility (81.3%). More than half (53.1%) of the students felt anxious during their voluntary service. A lower proportion of students felt anxious in June 2021 than in February 2020 (44.6% vs 65.0%, P = .049), while a higher proportion of students found voluntary service harder than expected in June 2021 than in February 2020 (33.9% vs 7.5%, P = .002). Most students improved their knowledge and skills about COVID-19 after the training, but some knowledge and skills still needed improvement after their voluntary service. Public health students could help support the health system during the COVID-19 pandemic by providing adequate training and protection. More efforts should be made to provide psychological support for student volunteers and to optimize the curriculum to bridge the gap in public health education between theoretical knowledge and practical skills in responding to public health emergencies.
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Affiliation(s)
- Shuaixin Feng
- Department of Epidemiology and Biostatistics, School of Public Health, Guangdong Pharmaceutical University, Guangzhou, China
| | - Zhaoqian Huang
- Department of Epidemiology and Biostatistics, School of Public Health, Guangdong Pharmaceutical University, Guangzhou, China
| | - Haomin Tan
- Department of Epidemiology and Biostatistics, School of Public Health, Guangdong Pharmaceutical University, Guangzhou, China
| | - Junwen Deng
- Department of Epidemiology and Biostatistics, School of Public Health, Guangdong Pharmaceutical University, Guangzhou, China
| | - Hongbo Jiang
- Department of Epidemiology and Biostatistics, School of Public Health, Guangdong Pharmaceutical University, Guangzhou, China
- Institute for Global Health, University College London, London, United Kingdom
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Hsieh HY, Lin CH, Huang R, Lin GC, Lin JY, Aldana C. Challenges for Medical Students in Applying Ethical Principles to Allocate Life-Saving Medical Devices During the COVID-19 Pandemic: Content Analysis. JMIR MEDICAL EDUCATION 2024; 10:e52711. [PMID: 38050366 PMCID: PMC10799279 DOI: 10.2196/52711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/13/2023] [Revised: 11/18/2023] [Accepted: 12/03/2023] [Indexed: 12/06/2023]
Abstract
BACKGROUND The emergence of the COVID-19 pandemic has posed a significant ethical dilemma in the allocation of scarce, life-saving medical equipment to critically ill patients. It remains uncertain whether medical students are equipped to navigate this complex ethical process. OBJECTIVE This study aimed to assess the ability and confidence of medical students to apply principles of medical ethics in allocating critical medical devices through the scenario of virtual patients. METHODS The study recruited third- and fourth-year medical students during clinical rotation. We facilitated interactions between medical students and virtual patients experiencing respiratory failure due to COVID-19 infection. We assessed the students' ability to ethically allocate life-saving resources. Subsequently, we analyzed their written reports using thematic analysis to identify the ethical principles guiding their decision-making. RESULTS We enrolled a cohort of 67 out of 71 medical students with a mean age of 34 (SD 4.7) years, 60% (n=40) of whom were female students. The principle of justice was cited by 73% (n=49) of students while analyzing this scenario. A majority of them expressed hesitancy in determining which patient should receive life-saving resources, with 46% (n=31) citing the principle of nonmaleficence, 31% (n=21) advocating for a first-come-first-served approach, and 25% (n=17) emphasizing respect for patient autonomy as key influencers in their decisions. Notably, medical students exhibited a lack of confidence in making ethical decisions concerning the distribution of medical resources. A minority, comprising 12% (n=8), proposed the exploration of legal alternatives, while 4% (n=3) suggested medical guidelines and collective decision-making as potential substitutes for individual ethical choices to alleviate the stress associated with personal decision-making. CONCLUSIONS This study highlights the importance of improving ethical reasoning under time constraints using virtual platforms. More than 70% of medical students identified justice as the predominant principle in allocating limited medical resources to critically ill patients. However, they exhibited a lack of confidence in making ethical determinations and leaned toward principles such as nonmaleficence, patient autonomy, adherence to legal and medical standards, and collective decision-making to mitigate the pressure associated with such decisions.
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Affiliation(s)
- Hsing-Yen Hsieh
- School of Medicine for International Students, College of Medicine, I-Shou University, Kaohsiung, Taiwan
| | - Chyi-Her Lin
- School of Medicine for International Students, College of Medicine, I-Shou University, Kaohsiung, Taiwan
- Department of Pediatrics, E-Da Hospital, Kaohsiung, Taiwan
| | - Ruyi Huang
- School of Medicine for International Students, College of Medicine, I-Shou University, Kaohsiung, Taiwan
- Holistic Medicine, Department of Family and Community Medicine, E-Da Hospital, Kaohsiung, Taiwan
- Data Science Degree Program, National Taiwan University and Academia Sinica, Taipei, Taiwan
- Division of Family Medicine, Taipei Tzu Chi Hospital, Buddhist Tzu Chi Medical Foundation, and School of Medicine, Tzu Chi University, Hualien, Taiwan
| | - Guan-Chun Lin
- School of Medicine for International Students, College of Medicine, I-Shou University, Kaohsiung, Taiwan
| | - Jhen-Yu Lin
- Holistic Medicine, Department of Family and Community Medicine, E-Da Hospital, Kaohsiung, Taiwan
| | - Clydie Aldana
- School of Medicine for International Students, College of Medicine, I-Shou University, Kaohsiung, Taiwan
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Ali A, Abodunrin A, Al Khayyat S, Novakovic D, O’Connor N, Hussein G. Medical School Curriculum Relating to Clinical Ethical Decision Making During a Pandemic: A Scoping Review. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205241240610. [PMID: 38510930 PMCID: PMC10953083 DOI: 10.1177/23821205241240610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 03/01/2024] [Indexed: 03/22/2024]
Abstract
Background The COVID-19 pandemic has demonstrated the need for medical students to be prepared to make adequate decisions during unique challenges presented during pandemics. Objective This review aims to provide a comprehensive look into the current global literature that discusses medical curricula on clinical ethical issues during a pandemic. Methods The scoping review methodology was divided into three stages. Phase 1, planning, involved identifying key terms, selecting databases, creating a search criterion, and deciding on inclusion and exclusion criteria. Phase 2, study selection and data extraction, included screening the title and abstract, reviewing the complete text, and extracting data. Phase 3, analysis and write-up, comprised analyzing the extracted information and composing the review. Results 10 studies were included and underwent data extraction as part of the review. The studies varied by country, study design, institution, education setting, and course titles. Ethical issues identified while reviewing the curriculums were resource allocation, healthcare worker obligations, personal protective equipment, disease control, communication, management protocols, and patient care. Conclusion This review revealed a lack of literature regarding the curriculum for medical students on ethical issues during a pandemic. This indicates a need for reform in medical education to cover pandemic preparedness and ethical concerns during a pandemic. If medical schools do not address this gap, future physicians may encounter the same issues healthcare workers faced during the COVID-19 pandemic.
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Affiliation(s)
- Aliza Ali
- Trinity College, School of Medicine, Dublin, Ireland
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Chen L, Zhang J, Zhu Y, Shan J, Zeng L. Exploration and practice of humanistic education for medical students based on volunteerism. MEDICAL EDUCATION ONLINE 2023; 28:2182691. [PMID: 36840966 PMCID: PMC9970200 DOI: 10.1080/10872981.2023.2182691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 11/29/2022] [Accepted: 02/16/2023] [Indexed: 06/18/2023]
Abstract
Humanistic education aims to promote educated people's practical and conscious activities to enhance their humanity, cultivate ideal personalities, and realize personal and social values, to develop a humanistic spirit. The advancement of higher education in China has led to the proposal to strengthen scientific and humanistic education integration. Medicine is between science and humanities, shouldering the important task of training senior medical personnel, the quality of medical students will affect the quality of future medical and health work; thus, medical students must explore and practice humanistic education. Promoting and practicing volunteerism is a specific act of constructing spiritual civilization in the whole society, and it is also considered beneficial for improving citizens' sense of responsibility and dedication. Medical students' practice of volunteerism and help in society is a precise manifestation of humanistic care. This review summarizes medical students' exploration and practice of humanistic education in volunteering.
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Affiliation(s)
- Lizhi Chen
- Department of Science and Education, Guangdong Second Provincial General Hospital, Guangzhou, P.R. China
| | - Jiayi Zhang
- School of Medicine, Jinan University, Guangzhou, P.R. China
| | - Yingjun Zhu
- School of Medicine, Jinan University, Guangzhou, P.R. China
| | - Jie Shan
- Department of Science and Education, Guangdong Second Provincial General Hospital, Guangzhou, P.R. China
| | - Luxian Zeng
- Unions of Trade, Guangdong Second Provincial General Hospital, Guangzhou, P.R. China
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Mazzochi K, Aldridge E, Hackett L, Miller J, Leach D, Lukins J, Jordan P, Buntine P. Medical student deployment to a single metropolitan hospital during the COVID-19 pandemic: A mixed methods analysis. Emerg Med Australas 2023; 35:960-967. [PMID: 37433573 DOI: 10.1111/1742-6723.14273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2023] [Revised: 05/23/2023] [Accepted: 06/14/2023] [Indexed: 07/13/2023]
Abstract
OBJECTIVES To explore student and staff satisfaction with the use of medical students as a surge workforce during the COVID-19 pandemic. METHOD We conducted a mixed methods analysis of staff and student experiences with the medical student workforce at a single metropolitan ED over an 8-month period between December 2021 and July 2022, using an online survey tool. Students were invited to complete the survey fortnightly, whereas senior medical and nursing staff were invited weekly. RESULTS There was a 32% response rate for surveys sent to medical student assistants (MSAs) and 18% and 15% for medical and nursing staff, respectively. Most students felt well prepared and supported in the role and would recommend it to other students. They reported that the role allowed them to gain experience and confidence within the ED, especially after much of their learning had moved online throughout the pandemic. Senior nurses and doctors found MSAs to be useful members of the team, largely through their assistance with task completion. Both staff and students recommended a more comprehensive orientation, changes to the supervision model and increased clarity in the students' scope of practice. CONCLUSIONS The results of the present study provide insight into the use of medical students as an emergency surge workforce. Responses from medical students and staff suggested that the project was beneficial for both groups as well as for overall departmental performance. These findings are likely to be translatable beyond the COVID-19 pandemic setting.
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Affiliation(s)
- Katelyn Mazzochi
- Eastern Health Clinical School, Monash University, Melbourne, Victoria, Australia
| | - Emogene Aldridge
- Eastern Health Clinical School, Monash University, Melbourne, Victoria, Australia
- Eastern Health Emergency Medicine Program, Melbourne, Victoria, Australia
| | - Liam Hackett
- Eastern Health Clinical School, Monash University, Melbourne, Victoria, Australia
- Eastern Health Emergency Medicine Program, Melbourne, Victoria, Australia
| | - Joseph Miller
- Eastern Health Clinical School, Monash University, Melbourne, Victoria, Australia
- Eastern Health Emergency Medicine Program, Melbourne, Victoria, Australia
| | - Deborah Leach
- Eastern Health Clinical School, Monash University, Melbourne, Victoria, Australia
- Eastern Health Emergency Medicine Program, Melbourne, Victoria, Australia
| | - Jane Lukins
- Eastern Health Clinical School, Monash University, Melbourne, Victoria, Australia
- Eastern Health Emergency Medicine Program, Melbourne, Victoria, Australia
| | - Peter Jordan
- Eastern Health Clinical School, Monash University, Melbourne, Victoria, Australia
- Eastern Health Emergency Medicine Program, Melbourne, Victoria, Australia
| | - Paul Buntine
- Eastern Health Clinical School, Monash University, Melbourne, Victoria, Australia
- Eastern Health Emergency Medicine Program, Melbourne, Victoria, Australia
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Rudolphi-Solero T, Lorenzo-Álvarez R, Domínguez-Pinos D, Ruiz-Gómez MJ, Sendra-Portero F. An Interuniversity Competition for Medical Students to Learn Radiology in the Second Life Metaverse. J Am Coll Radiol 2023:S1546-1440(23)00842-6. [PMID: 37922968 DOI: 10.1016/j.jacr.2023.09.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Revised: 09/12/2023] [Accepted: 09/20/2023] [Indexed: 11/07/2023]
Abstract
PURPOSE The aim of this study was to evaluate an interuniversity competition online to learn radiology held in a 3-D virtual world, the Second Life metaverse, by analyzing the results of the game and students' perceptions. METHODS Medical students voluntarily participated in teams of four, for 6 weeks, successively covering radiologic anatomy and radiologic semiology of the chest, abdomen, and musculoskeletal. Each week, participants had 4.5 days to study self-learning presentations and 2.5 days to complete an individual multiple-choice test and a team task, the results of which determined the game's ranking. Participants were asked to complete a cognitive-load test, a perception questionnaire, and a postexposure knowledge test. RESULTS The competition was repeated for 2 years (editions), in 2020 and 2021. Seventy-five of 102 teams (73.5%) registered completed the game; 76% of them included third-year students. The average percentage of correct answers in the individual tests and team tasks was 74.2 ± 15.1 and 71.6 ± 14.7 respectively, without significant differences between both competitions. In general, the experience was valued positively (scores >8 on a 10-point scale). A lower perception score was found in 2021 among students from universities other than the organizing university, showing a positive correlation with the in-game score. CONCLUSIONS An interuniversity competition in the Second Life metaverse for undergraduate learning radiology is feasible and reproducible. Participating medical students considered it interesting and useful and also identified this activity during the 2 years of the coronavirus disease 2019 pandemic as a playful learning and social interaction experience.
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Affiliation(s)
- Teodoro Rudolphi-Solero
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain. https://twitter.com/TeoRudSol
| | - Rocío Lorenzo-Álvarez
- Critical Care and Emergency Service, Hospital de la Axarquía, Velez-Malaga, Spain. https://twitter.com/estrellitadluz
| | - Dolores Domínguez-Pinos
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain
| | - Miguel José Ruiz-Gómez
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain
| | - Francisco Sendra-Portero
- Director, Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain.
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15
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AlHarthi AS, AlZaabi A, Al Harthi MS, Al Ghafri TS. Depression, Anxiety, and Stress Among Medical Students During COVID-19 at Sultan Qaboos University in Oman. Cureus 2023; 15:e46211. [PMID: 37908948 PMCID: PMC10613834 DOI: 10.7759/cureus.46211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/29/2023] [Indexed: 11/02/2023] Open
Abstract
Introduction With the spread of COVID-19 around the world, several interventions have been reported to be useful to control disease transmission. However, the impact of the pandemic on the mental health of medical students is underreported in the Arab world. This study aimed to explore the rates of depression, anxiety, and stress among medical students at Sultan Qaboos University (SQU) and to identify the factors associated with a higher risk of these mental disruptions. Method This was a cross-sectional study where medical students were approached to answer an online questionnaire via emails from the administrative affairs in the College of Medicine in SQU from 16/01/2021 to 18/05/2021. A 21-item depression, anxiety, and stress (DASS-21) scale was used as a self-reporting tool to measure the negative feelings of depression, anxiety, and stress. Results Out of 700 students, 184 (26.3%) students responded fully to the study questionnaire. More than half of the participants were females (58.7%, n=108), and the mean (SD) age was 20.31 (1.642). Most students were Omani (93.5%, n=172), and 34.2% (n=63) lived in Muscat. More than half of the students (51.6%) were in phase 2 of the academic years, in which the majority were considered within the cohort ≥2017 (81%, n=149), with a mean (SD) GPA of 2.9 (1.5). Scores from the DASS-21 scale showed that 29.4% vs 27.2% vs 14.7% had extremely severe depression vs anxiety and vs stress. The proportion of students who reported lower GPAs was significantly associated with higher scores of severe-to-extremely-severe depression (P=0.001), anxiety (P=<0.001), and stress (P=0.001). Living in Muscat vs other regions was associated with severe anxiety and stress (P=0.038 and P=0.007, respectively). Conclusion Similar to a few studies in Oman, this study confirms the high rates of depression, anxiety, and stress among medical students during the COVID-19 pandemic. Results may be utilized to alert decision-makers, student academic council, and academic authority to the need to adopt a preventive mental health policy and design guidelines with resilience measures for college students, including prolonged cognitive-behavioral interventions and recovery programs.
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Affiliation(s)
| | - Adhari AlZaabi
- Human and Clinical Anatomy, Sultan Qaboos University, Muscat, OMN
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16
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Brar G, Harney S, McGarr O, McFarland J. Mentoring & support practices for final year medical students during a pandemic - 'The covid doctors'. BMC MEDICAL EDUCATION 2023; 23:534. [PMID: 37496028 PMCID: PMC10373250 DOI: 10.1186/s12909-023-04513-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/16/2022] [Accepted: 07/16/2023] [Indexed: 07/28/2023]
Abstract
BACKGROUND Transition from final-year medical student to newly graduated doctor is challenging with evidence of associated increased patient mortality and medical errors. Previous work suggests tackling preparedness alone does not 'solve' this transition. The current focus on mentoring and support provision during this period and is an under-researched area. The COVID-19 pandemic represents a unique disruptive critical incident in which to examine mentoring and support practices, exposing strengths and weaknesses. The perspectives of this cohort and their implications remains an under-researched area. METHODS Individual semi-structured interviews were conducted with nine graduate-entry final-year medical students. An inductive latent phenomenological approach explored individual experiences of mentoring and support practices during final-year and transition to professional practice. RESULTS Three major themes emerged: 1) Mentoring & Support; 2) Clinical Exposure; 3) Graduation & Transition. A journey metaphor was used to aid the description of participants' lived experience of mentoring and support practices during their final year. Final year medical students (FYMs) felt under-supported and found practices inadequate. Reduced clinical exposure yielded unpreparedness and regression, potentially impacting future careers. Positive experiences were variable and unstructured. 'The COVID Doctors', subtheme provided rich insights into shared narratives and identities amongst participants. CONCLUSIONS This study provides qualitative evidence for perceived inadequate mentoring and support provision for final year medical students at transition during a critical incident (the COVID-19 pandemic). Several themes using the metaphor of a journey explore the lived experience of this unique cohort determining their perceptions on the delivery of their medical education and their identity as 'covid doctors'. There are several implications for this study in a post-pandemic era and for pandemic-preparedness, both rapidly growing areas of research in medical education. Recommendations include updating contingency plans, balancing clinical exposure with patient safety issues, and providing support to 'bottom-up' mentoring practices.
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17
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Byrne MHV, Ashcroft J, Wan JCM, Alexander L, Harvey A, Arora A, Schindler N, Brown MEL, Brassett C. Examining medical student volunteering during the COVID-19 pandemic as a prosocial behaviour during an emergency. Postgrad Med J 2023; 99:883-893. [PMID: 37002858 DOI: 10.1093/postmj/qgad015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Revised: 01/05/2023] [Accepted: 01/21/2023] [Indexed: 07/26/2023]
Abstract
PURPOSE Understanding the factors that influence prosocial behaviour during the COVID-19 pandemic is essential due to the disruption to healthcare provision. METHODS We conducted an in-depth, mixed-methods cross-sectional survey, from 2 May 2020 to 15 June 2020, of medical students at medical schools in the United Kingdom. Data analysis was informed by Latané and Darley's theory of prosocial behaviour during an emergency. RESULTS A total of 1145 medical students from 36 medical schools responded. Although 947 (82.7%) of students were willing to volunteer, only 391 (34.3%) had volunteered. Of the students, 92.7% understood they may be asked to volunteer; however, we found deciding one's responsibility to volunteer was mitigated by a complex interaction between the interests of others and self-interest. Further, concerns revolving around professional role boundaries influenced students' decisions over whether they had the required skills and knowledge. CONCLUSION We propose two additional domains to Latané and Darley's theory that medical students consider before making their final decision to volunteer: 'logistics' and 'safety'. We highlight modifiable barriers to prosocial behaviour and provide suggestions regarding how the conceptual framework can be operationalized within educational strategies to address these barriers. Optimizing the process of volunteering can aid healthcare provision and may facilitate a safer volunteering process. Key messages What is already known on this topic: There is a discrepancy between the number of students willing to volunteer during pandemics and disasters, and those who actually volunteer. Understanding the factors that influence prosocial behaviour during the current COVID-19 pandemic and future pandemics and disasters is essential. What this study adds: We expanded on Latané and Darley's theory of prosocial behaviour in an emergency and used this to conceptualize students' motivations to volunteer, highlighting a number of modifiable barriers to prosocial behaviour during the COVID-19 pandemic. How this study might affect research, practice, or policy: We provide suggestions regarding how the conceptual framework can be operationalized to support prosocial behaviours during emergencies for the ongoing COVID-19 pandemic and future crises.
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Affiliation(s)
- Matthew H V Byrne
- Department of Urology, Oxford University Hospitals Trust, University of Oxford, Oxford, OX3 7LE, United Kingdom
| | - James Ashcroft
- Department of Surgery, Cambridge University Hospitals Trust, University of Cambridge, Cambridge, CB2 0QQ, United Kingdom
| | | | - Laith Alexander
- Guy's and St Thomas' Hospital, London, SE1 7EH, United Kingdom
| | - Anna Harvey
- King's College London, London, WC2R 2LS, United Kingdom
| | - Anmol Arora
- School of Clinical Medicine, University of Cambridge, Cambridge, CB2 0SP, United Kingdom
| | - Nicholas Schindler
- Paediatric Department, Norfolk and Norwich University Hospitals Foundation Trust, Norwich, NR4 7UY, United Kingdom
- Institute of Continuing Education, University of Cambridge, Cambridge, CB23 8AQ, United Kingdom
| | - Megan E L Brown
- Health Professions Education Unit, Hull York Medical School, York, YO10 5DD, United Kingdom
| | - Cecilia Brassett
- Department of Physiology, Development and Neuroscience, University of Cambridge, Cambridge, CB2 3EL, United Kingdom
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18
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Kumar S, Kumar R, Dixit V, Chaudhury S. Motivation for solitude, COVID-19-related anxiety and resilience among Indian medical students. Ind Psychiatry J 2023; 32:423-430. [PMID: 38161472 PMCID: PMC10756591 DOI: 10.4103/ipj.ipj_98_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 06/13/2022] [Accepted: 06/15/2022] [Indexed: 07/19/2023] Open
Abstract
Background Recent reports indicate that self-isolation because of coronavirus disease 2019 (COVID-19)-related lockdowns had significant influence on mental health of medical students. Aim To understand the relationship between two different motivations for solitude - self-determined versus non-self-determined with medical students' COVID-19-related anxiety and psychological resilience during their self-isolation because of COVID-19-related lockdowns. Materials and Methods After the approval of the Institutional Ethics Committee, this online survey was done on undergraduate Indian medical students during the COVID-19 pandemic. Expressing consent at the beginning of the online form, enabled the students to proceed to the next section comprising their sociodemographic details and clinical details. The last section of the form comprised the Motivation for Solitude Scale-Short Form, the COVID-19 Anxiety Scale, and the Connor-Davidson Resilience Scale-Abbreviated. Results 282 out of 286 students of either sex gave their consent and completed the given form. Both self-determined and non-self-determined motivations for solitude were higher in female medical students. The self-determined motivation for solitude was directly related to all students' resilience. A past history of psychiatric illness was directly associated with the non-self-determined motivation for solitude of the students. The non-self-directed motivation for solitude of female students was indirectly related to their resilience. The COVID-19-related anxiety was not related to either type of motivation for solitude as well as the resilience of the medical students. Conclusion Indian female medical students are more motivated for solitude, be it self-determined or non-self-determined, than their male counterparts. The student's resilience has a direct relationship with students' self-determined motivation. The COVID-19-related anxiety among the medical students is not related to their motivations for solitude or resilience.
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Affiliation(s)
- Santosh Kumar
- Department of Psychiatry, Indira Gandhi Institute of Medical Sciences, Patna, India
| | - Rajesh Kumar
- Department of Psychiatry, Indira Gandhi Institute of Medical Sciences, Patna, India
| | - Vidhata Dixit
- Department of Psychology, J D Womens College, Patna, India
| | - Suprakash Chaudhury
- Department of Psychiatry, Dr D Y Patil Medical College, Dr D Y Patil Vidyapeeth, Pimpri, Pune, Maharashtra, India
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19
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Adam S, Haile-Redai A, Harrow S. Strategies to improve healthcare students' intention to care for COVID-19 patients: A medical student perspective. J Clin Nurs 2023; 32:1512-1513. [PMID: 34661329 PMCID: PMC8661848 DOI: 10.1111/jocn.16093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 10/07/2021] [Indexed: 11/30/2022]
Affiliation(s)
- Suhaylah Adam
- Final year medical student, King's College London, London, United Kingdom
| | - Ayda Haile-Redai
- Final year medical student, King's College London, London, United Kingdom
| | - Simeon Harrow
- Final year medical student, King's College London, London, United Kingdom
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20
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Bawadi H, Al-Moslih A, Shami R, Du X, El-Awaisi A, Rahim HA, Al-Jayyousi GF. A qualitative assessment of medical students' readiness for virtual clerkships at a Qatari university during the COVID-19 pandemic. BMC MEDICAL EDUCATION 2023; 23:186. [PMID: 36973738 PMCID: PMC10042106 DOI: 10.1186/s12909-023-04117-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Accepted: 02/20/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND This study aims to qualitatively examine the readiness of medical students to change to virtual clerkship (VC) during the pandemic, from both the faculty and students' perspectives. METHODS A qualitative study was conducted based on the framework of readiness to change. Focus group discussions with students, and semi-structured interviews with clinical faculty members were done using appropriate online platforms. Transcripts were then analyzed using inductive-deductive approach. RESULTS Twelve themes emerged which are (1) Perceptions about the university's decision and its communication to students, (2) A Perceived lack of clinical experience, (3) Students' role as members of the medical team facing the pandemic, (4) Student safety, (5) Quality and design of VC and the skills it offered, (6) Belief in own ability to succeed in the VC, (7) Confidence that VC would reach its goals, (8) New enhanced learning approaches, (9) Preparing students for new types of practice in the future (10) Acquired skills, 11) Academic support and communication with faculty and college, and 12) Psychological support. Medical students showed limited readiness to undertake a virtual clerkship and not play their role as healthcare professionals during the pandemic. They perceived a huge gap in gaining clinical skills virtually and asked for a quick return to training sites. CONCLUSION Medical students were not ready for virtual clerkships. There will be a need to integrate novel learning modalities such as patient simulations and case-based learning in order to meet future demands of the medical profession and enhance the efficiency of virtual clerkships.
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Affiliation(s)
- Hiba Bawadi
- Section Head of Clinical Education, QU Health, Vice President for Medical and Health Sciences Office, Qatar University, PO Box 2713, Doha, Qatar
| | - Ayad Al-Moslih
- Section Head of Pre-Clinical Education, College of Medicine, QU Health, Qatar University, PO Box 2713, Doha, Qatar
| | - Rula Shami
- College of Health Sciences, QU Health, Qatar University, PO Box 2713, Doha, Qatar
| | - Xiangyun Du
- College of Education, Qatar University, PO Box 2713, Doha, Qatar
| | - Alla El-Awaisi
- College of Pharmacy, QU Health, Qatar University, PO Box 2713, Doha, Qatar
| | - Hanan Abdul Rahim
- College of Health Sciences, QU Health, Qatar University, PO Box 2713, Doha, Qatar
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Hanna E, Martin G, Campbell A, Connolly P, Fearon K. The impacts and implications of the community face mask use during the Covid-19 pandemic: A qualitative narrative interview study. Health Expect 2023; 26:1349-1357. [PMID: 36945787 PMCID: PMC10154787 DOI: 10.1111/hex.13752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Revised: 02/27/2023] [Accepted: 03/03/2023] [Indexed: 03/23/2023] Open
Abstract
INTRODUCTION A range of nonpharmaceutical public health interventions has been introduced in many countries following the rapid spread of Covid-19 since 2020, including recommendations or mandates for the use of face masks or coverings in the community. While the effectiveness of face masks in reducing Covid-19 transmission has been extensively discussed, scant attention has been paid to the lived experience of those wearing face masks. METHOD Drawing on 40 narrative interviews with a purposive sample of people in the United Kingdom, with a particular focus on marginalised and minoritized groups, our paper explores experiences of face mask use during the pandemic. RESULTS We find that face masks have a range of societal, health and safety impacts, and prompted positive and negative emotional responses for users. We map our findings onto Lorenc and Oliver's framework for intervention risks. We suggest that qualitative data offer particular insights into the experiences of public health interventions, allowing the potential downsides and risks of interventions to be more fully considered and informing public health policies that might avoid inadvertent harm, particularly towards marginalised groups. PATIENT OR PUBLIC CONTRIBUTION The study primarily involved members of the public in the conduct of the research, namely through participation in interviews (email and telephone). The conception for the study involved extensive discussions on social media with a range of people, and we received input and ideas from presentations we delivered on the preliminary analysis.
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Affiliation(s)
- Esmée Hanna
- Leicester School of Allied Health Sciences, De Montfort University, Leicester, UK
| | - Graham Martin
- The Healthcare Improvement Studies Institute, Cambridge University, Cambridge, UK
| | - Anne Campbell
- NIHR Health Protection Research Unit in Healthcare Associated Infections and Antimicrobial Resistance (NIHR HPRU AMR) in the Faculty of Medicine, Imperial College London, London, UK
| | - Paris Connolly
- Leicester School of Allied Health Sciences, De Montfort University, Leicester, UK
| | - Kristine Fearon
- Centre for Reproduction Research, De Montfort University, Leicester, UK
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Nair M, Moss N, Bashir A, Garate D, Thomas D, Fu S, Phu D, Pham C. Mental health trends among medical students. Proc AMIA Symp 2023; 36:408-410. [PMID: 37091765 PMCID: PMC10120543 DOI: 10.1080/08998280.2023.2187207] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Student mental health concerns can manifest in several forms. Medical students juggling a multitude of trials (i.e., intense academic rigor, financial debt, sleep deprivation, lack of control, continual exposure to sickness and death, and training mistreatment) can help explain the higher prevalence of psychological disorders within this population. Furthermore, these mental health difficulties are not static; certain challenges move into the forefront as students face key transition points in schooling. Primary examples include the entry year of medical school, the shift from preclinical curriculum to clinical training, and the final moments prior to beginning residency. Given the existing mental health trends among medical students at baseline, it can be concluded that the COVID-19 pandemic has exacerbated the stress, anxiety, and depression associated with medical education. Solutions do indeed exist to address the moral injury medical students face, from expanded crisis management training and implementation of peer support networks to destigmatization of and improved access to professional mental health resources. It is up to the curators of the medical education system to make these solutions the new status quo.
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Affiliation(s)
| | | | | | - David Garate
- The University of Texas Medical Branch, School of Medicine, Galveston, Texas
| | - Devon Thomas
- The University of Texas Medical Branch, School of Medicine, Galveston, Texas
| | - Shangyi Fu
- Baylor College of Medicine, Houston, Texas
- Human Genome Sequencing Center, Baylor College of Medicine, Houston, Texas
| | - Daniel Phu
- Texas College of Osteopathic Medicine, University of North Texas Health Science Center, Fort Worth, Texas
| | - Christine Pham
- School of Biomedical Sciences, University of North Texas Health Science Center, Fort Worth, Texas
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23
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Bustamante Izquierdo JP, Puertas EB, Hernández Hernández D, Sepúlveda H. COVID-19 and human resources for health: analysis of planning, policy responses and actions in Latin American and Caribbean countries. HUMAN RESOURCES FOR HEALTH 2023; 21:21. [PMID: 36918895 PMCID: PMC10013275 DOI: 10.1186/s12960-023-00795-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 01/20/2023] [Indexed: 05/06/2023]
Abstract
BACKGROUND The COVID-19 pandemic led to worldwide health service disruptions, due mainly to insufficient staff availability. To gain insight into policy responses and engage with policy-makers, the World Health Organization (WHO) developed a global approach to assess and measure the impact of COVID-19 on the health workforce. As part of this, WHO, together with the Pan American Health Organization (PAHO), supported an impact analysis of COVID-19 on health workers and policy responses, through country case studies in Latin America and the Caribbean (LAC). METHODS We sought to identify lessons learned from policies on human resources for health (HRH) during health emergencies, to improve HRH readiness. First, we performed a rapid literature review for information-gathering. Second, we used the WHO interim guidance and impact measurement framework for COVID-19 and HRH to systematically organize that information. Finally, we used the Health Labour Market Framework to guide the content analysis on COVID-19 response in eight LAC countries and identify lessons learned to improve HRH readiness. RESULTS Planning and implementing the COVID-19 response required strengthening HRH governance and HRH data and information systems. The results suggest two main aspects for HRH governance crucial to enabling an agile response: (1) aligning objectives among ministries to define and produce regulation and policy actions; and (2) agreeing on the strategy for HRH management between the public and private sectors, and between central and local governments. We identified three areas for improvement: (a) HRH information systems; (b) methodologies to estimate HRH needs; and (c) teams to analyse information for decision-making. Three key actions were identified during countries monitored, reviewed, and updated their response stages: (i) strengthening response through primary health care; (ii); planning HRH needs to implement the vaccination plan; and (iii) securing long-term HRH availability. CONCLUSION Countries coordinated and articulated with different stakeholders to align objectives, allocate resources, and agree on policy actions to implement the COVID-19 response. Data and information for HRH preparedness and implementation were key in enabling an agile COVID-19 response and are key areas to explore for improved pandemic preparedness.
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Affiliation(s)
- Juana Paola Bustamante Izquierdo
- Health Labour Market Unit, Health Workforce Department, Universal Health Coverage Cluster, World Health Organisation (WHO/UHC/HWF), 1211 Geneva, Switzerland
| | - E. Benjamín Puertas
- Human Resources for Health for the Sub-Regional Programme for the Caribbean, Human Resources for Health Unit, Health Systems and Services Area, Office of the Assistant Director (PAHO/AD/HSS/HR), Pan American Health (PAHO/WHO), Washington, United States of America
| | | | - Hernán Sepúlveda
- Human Resources for Health for the Sub-Regional Programme for South America, Human Resources for Health Unit (PAHO/AD/HSS/HR), Washington, United States of America
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Suneja M, Thoma KD, Franklin E, Rowat J. Pivoting during a Pandemic: Reimagining Intern Orientation EPA-Based OSCE. South Med J 2023; 116:312-316. [PMID: 36863054 PMCID: PMC9973351 DOI: 10.14423/smj.0000000000001525] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/04/2023]
Abstract
OBJECTIVES Objective structured clinical examinations (OSCEs) provide reliable and standardized means for assessing the performance of specific clinical skills. Our previous experience with entrustable professional activity-based multidisciplinary OSCEs suggests that this exercise offers just-in-time baseline information regarding critical intern skills. The coronavirus disease 2019 pandemic forced medical education programs to reimagine such educational experiences. For the safety of all of the participants, the Internal Medicine and Family Medicine residency programs pivoted from an in-person OSCE to a hybrid model (combination of in-person and virtual encounters) while maintaining the goals of the OSCEs administered in previous years. Here, we describe an innovative hybrid approach to redesigning and implementing the existing OSCE model while maximizing risk mitigation. METHODS In total, 41 interns from Internal Medicine and Family Medicine participated in the 2020 hybrid OSCE. Five stations allowed for clinical skills assessment. Faculty completed skills checklists with global assessments and simulated patients completed communication checklists with global assessments. Interns, faculty, and simulated patients completed a post-OSCE survey. RESULTS Informed consent, handoffs, and oral presentation were the lowest performing stations (29.2%, 53.6%, 53.6%, respectively) as assessed by faculty skill checklists. One hundred percent of interns (41/41) indicated that immediate faculty feedback was the most valuable part of the exercise, and all of the participating faculty believed that the format was efficient, allowing ample time to provide feedback and complete checklists. Eighty-nine percent of simulated patients cited they would be willing to participate again if the same assessment were to be held during the pandemic. The limitations of the study included the lack of demonstration of physical examination maneuvers by interns. CONCLUSIONS A hybrid OSCE to assess interns' baseline skills during orientation using Zoom technology could be delivered successfully and safely during the pandemic without compromising the program's goals or satisfaction.
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Affiliation(s)
| | - Kate DuChene Thoma
- the Department of Family Medicine, University of Iowa Hospitals and Clinics, Iowa City
| | - Ellen Franklin
- the Carver College of Medicine, University of Iowa, Iowa City
| | - Jane Rowat
- From the Department of Internal Medicine
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Paz DC, Bains MS, Zueger ML, Bandi VR, Kuo VY, Payton M, Ryznar RJ. Impact of COVID-19 on Rocky Vista University medical students' mental health: A cross-sectional survey. Front Psychol 2023; 14:1076841. [PMID: 36814663 PMCID: PMC9939690 DOI: 10.3389/fpsyg.2023.1076841] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2022] [Accepted: 01/12/2023] [Indexed: 02/08/2023] Open
Abstract
Background The COVID-19 pandemic brought immense changes to medical school curriculums world-wide, such as the widespread adoption of virtual learning. We sought to better understand the impact on medical students' mental health at Rocky Vista University College of Osteopathic Medicine, Parker, CO, United States. This study assessed the impact the pandemic had on anxiety and depression levels of medical students. It also assessed the impact of several domains on student mental health during the pandemic and how various sub-groups within the studied population were affected. Methods A cross-sectional survey was sent to students through an online anonymous google survey in May to June 2021, centered around the 7-item questionnaire used to screen for Generalized Anxiety Disorder GAD-7, 9-item questionnaire used to screen for depression PHQ-9, and self-designed questions to assess the personal impact of the pandemic. Data obtained were screened for error and analyzed with significance value of p < 0.05. Results A total of 152 responses were received (25.5% response rate). Of these, 64.1% identified as female, 75.8% were white, 50.3% were between ages 21-25, and 77.8% were first year medical students. During the pandemic, 79.6% of respondents felt more anxious and 65.1% felt more depressed. 67.8% of students reported feeling social isolation amidst the pandemic. Students living with friends were more likely to see a therapist for depression during the pandemic (p = 0.0169) and prescribed an antidepressant (p = 0.0394). Females and students in relationships were more likely to score higher on GAD-7 (p = 0.0194) and (p = 0.0244), respectively. Conclusion This study investigated the effect of the pandemic on medical students' mental health and the need to address this issue. Results suggest that the pandemic had a negative impact on medical student's mental health and that anxiety and depression levels worsened for pre-clinical medical students at Rocky Vista University. As such, it is imperative to incorporate additional resources to protect the well-being of medical students as they progress through their medical careers.
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Cordato DJ, Fatima Shad K, Soubra W, Beran RG. Health Research and Education during and after the COVID-19 Pandemic: An Australian Clinician and Researcher Perspective. Diagnostics (Basel) 2023; 13:diagnostics13020289. [PMID: 36673098 PMCID: PMC9858508 DOI: 10.3390/diagnostics13020289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 12/23/2022] [Accepted: 01/09/2023] [Indexed: 01/15/2023] Open
Abstract
Introduction: The COVID-19 pandemic had an unprecedented global effect on teaching and education. This review discusses research, education and diagnostics from the perspectives of four academic clinicians and researchers across different facilities in Australia. Materials and methods: The study adopted a literature review and an Australian researcher's perspective on the impact of the COVID-19 pandemic on health education, research and diagnostics. Results: At the start of the pandemic, medical facilities had to adhere urgently to major work restrictions, including social distancing, mask-wearing rules and/or the closure of facilities to protect staff, students and patients from the risk of COVID-19 infection. Telemedicine and telehealth services were rapidly implemented and adapted to meet the needs of medical education, the teaching of students, trainee doctors, nursing and allied health staff and became a widely accepted norm. The impact on clinical research and education saw the closure of clinical trials and the implementation of new methods in the conducting of trials, including electronic consents, remote patient assessments and the ability to commence fully virtual clinical trials. Academic teaching adapted augmented reality and competency-based teaching to become important new modes of education delivery. Diagnostic services also required new policies and procedures to ensure the safety of personnel. Conclusions: As a by-product of the COVID-19 pandemic, traditional, face-to-face learning and clinical research were converted into online formats. An hybrid environment of traditional methods and novel technological tools has emerged in readiness for future pandemics that allows for virtual learning with concurrent recognition of the need to provide for interpersonal interactions.
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Affiliation(s)
- Dennis J. Cordato
- Department of Neurophysiology, Liverpool Hospital, Locked Bag 7103, Liverpool BC, Sydney, NSW 1871, Australia
- Ingham Institute for Applied Medical Research, Campbell St Liverpool, Sydney, NSW 2170, Australia
- South Western Sydney Clinical School, University of NSW, Liverpool, Sydney, NSW 2170, Australia
| | - Kaneez Fatima Shad
- Ingham Institute for Applied Medical Research, Campbell St Liverpool, Sydney, NSW 2170, Australia
- School of Life Sciences, University of Technology, Ultimo, Sydney, NSW 2007, Australia
- Faculty of Health Sciences, Australian Catholic University, 40 Edward St, Sydney, NSW 2060, Australia
- School of Medical Sciences, ISRA, University of Hyderabad Pakistan, Hyderabad 71000, Pakistan
| | - Wissam Soubra
- Ingham Institute for Applied Medical Research, Campbell St Liverpool, Sydney, NSW 2170, Australia
- School of Life Sciences, University of Technology, Ultimo, Sydney, NSW 2007, Australia
- A Healthy Step Podiatry, Lakemba, Sydney, NSW 2195, Australia
| | - Roy G. Beran
- Department of Neurophysiology, Liverpool Hospital, Locked Bag 7103, Liverpool BC, Sydney, NSW 1871, Australia
- Ingham Institute for Applied Medical Research, Campbell St Liverpool, Sydney, NSW 2170, Australia
- South Western Sydney Clinical School, University of NSW, Liverpool, Sydney, NSW 2170, Australia
- School of Medicine, Griffith University, Southport, QLD 4222, Australia
- School of Medicine, Western Sydney University, Sydney, NSW 2170, Australia
- Faculty of Sociology, Sechenov Moscow First State University, Moscow 119991, Russia
- Correspondence: ; Fax: +61-0287383648
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Design and Transition of an Emergency E-Learning Pathology Course for Medical Students-Evaluation of a Novel Course Concept. Eur J Investig Health Psychol Educ 2023; 13:112-129. [PMID: 36661758 PMCID: PMC9858035 DOI: 10.3390/ejihpe13010008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 12/21/2022] [Accepted: 01/04/2023] [Indexed: 01/11/2023] Open
Abstract
BACKGROUND Around the world, the emergency brought about by the COVID-19 pandemic forced medical schools to create numerous e-learning supplements to provide instruction during this crisis. The question now is to determine a way in which to capitalize on this momentum of digitization and harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to an emergency remote education online course and, in the second step, applied a flipped classroom approach including research skills training. METHODS In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. Its content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were taught at the same time. RESULTS Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students. CONCLUSION Flipped classroom formats are a viable option when using pre-existing content. We recommend checking such content for technical and didactic quality and optimizing it if necessary. Content on research skills can be combined very well with clinical teaching content.
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Vygivska LA, Galchenko TV, Guz IA, Merenkova IM, Kachailo IA. FEATURES OF THE PROCESS OF TRAINING IN EDUCATIONAL MEDICAL INSTITUTIONS OF UKRAINE AT THE PRESENT STAGE. PART І. ATTITUDES OF STUDENTS AND UNIVERSITY TEACHERS TOWARDS DISTANCE LEARNING. WIADOMOSCI LEKARSKIE (WARSAW, POLAND : 1960) 2023; 76:2112-2120. [PMID: 37898952 DOI: 10.36740/wlek202309130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2023]
Abstract
The review article reflects the results of the assessment of data from individual research papers and personal observations, as well as data from domestic and foreign literature, as well as own opinion about the features of the training process in educational medical institutions of Ukraine at the present stage. First, the COVID-19 pandemic, and then martial law in the state, caused distance learning to become an inseparable component of modern education and contrib¬uting to the effective implementation of the educational process in general and the achievement of high quality results in medical educational institutions in particular. For the successful implementation of the e-learning system, all participants in the educational process need the help and assistance of special technical support services. Therefore, universities need to pay more attention to improving technical support of platforms and academic interaction between teachers and students [1]. Universities that have been able to provide such support have avoided many problems in the transition to distance learning. Practical and clinical skills are essential in the field of medicine, and the lack of opportunities to master and practice these skills could potentially lead to a generation of insecure doctors with limited experience of meeting and examining real patients [2]. Therefore, the task of teachers at the present stage is to do everything possible to prepare competent specialists adapted to the realities of life.
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Affiliation(s)
| | - Tetiana V Galchenko
- UNIVERSITY OF KHARKIV, PRIVATE HIGHER EDUCATIONAL INSTITUTION, KHARKIV, UKRAINE
| | - Iryna A Guz
- KHARKIV NATIONAL MEDICAL UNIVERSITY, KHARKIV, UKRAINE
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Mostafa HES, Alahmadi D, Jorob S, Murtada L, Aloufi R, Almeshaly S, Aloufi R. Psychological Impact of Online Education on University Students. Open Access Maced J Med Sci 2023. [DOI: 10.3889/oamjms.2023.10917] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023] Open
Abstract
BACKGROUND: Stressful events like the COVID-19 pandemic can significantly impact education. Online learning has become crucial in educational institutions such as schools, institutes, and universities.
AIM: This study’s purpose is to evaluate the psychological impact of online education on university students in Al-Madinah Al-Munawara.
METHODS: A cross-sectional study using a self-administered survey is designed based on previous studies and frameworks to assess the psychological impact of online education.
RESULTS: The present study showed that 21.8% of students always had trouble concentrating through the online learning process. About 23.4% had thoughts that their ability to study is impaired. About 19.8% found it difficult to work up. There is a negative impact on psychological health because 13.9% feel agitated, 20.8% become nervous, 20.6% become watchful and on guard, and 21.8% are usually distressed and find it difficult to relax. The sleep mode was also affected in 19.0% of participants, besides lack of interest which was noted in 17.7%. Hence, students experienced harmful and unwanted psychological impacts during the COVID-19 pandemic and lockdown period.
CONCLUSION: Results of the present study suggest a relation between online education and the negative psychological status of students. Students experienced increased depression, anxiety, and stress that had a negative effect on their daily schedule and social well-being during the COVID-19 pandemic.
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Michenka P, Fialová L, Šlegerová L, Marx D. Analysis of Obligatory Involvement of Medical Students in Pandemic Response in the Czech Republic: Competencies, Experiences, and Legal Implications. Int J Public Health 2022; 67:1605187. [PMID: 36618435 PMCID: PMC9812944 DOI: 10.3389/ijph.2022.1605187] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Accepted: 12/09/2022] [Indexed: 12/24/2022] Open
Abstract
Objectives: Medical students in the Czech Republic were mandated by the law to take part in the COVID-19 pandemic response in order to expand healthcare capacity. Our study aimed to analyze student's competencies defined in the legislation and compare them with competencies assigned to them in clinical settings during their deployment. Methods: Online survey with statistical analysis of collected data. Results: The survey was completed by 997 respondents. A major convergence between the system of credentials defined in the legal framework and the competencies that students performed were identified. Conclusion: Medical students represented a valuable resource for addressing shortages of qualified healthcare staff in critical situation. However, the system of competencies and credentials must be aligned with the educational framework to clearly define acquisition of competencies during the course of medical studies and the legal framework regulating students' deployment must ensure consistency of actual and formal competencies in order to guarantee high standards of care and safety of the patients.
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Affiliation(s)
- Petr Michenka
- Third Faculty of Medicine, Charles University, Prague, Czechia,*Correspondence: Petr Michenka,
| | | | - Lenka Šlegerová
- Institute of Economic Studies, Faculty of Social Sciences, Charles University, Prague, Czechia
| | - David Marx
- Third Faculty of Medicine, Charles University, Prague, Czechia
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Xiberta P, Boada I, Thió-Henestrosa S, Pedraza S, Pineda V. Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic. MEDICAL EDUCATION ONLINE 2022; 27:2118116. [PMID: 36066086 PMCID: PMC9467610 DOI: 10.1080/10872981.2022.2118116] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 08/14/2022] [Accepted: 08/24/2022] [Indexed: 05/28/2023]
Abstract
The risk of contagion and the lockdown caused by the COVID-19 pandemic forced a change in teaching methodologies in radiology. New knowledge about the disease that was being acquired on a daily basis needed to be rapidly spread worldwide, but the restrictions imposed made it difficult to share this information. This paper describes the methodology applied to design and launch a practice-based course on chest X-ray suggestive of COVID-19 right after the pandemic started, and aims to determine whether asynchronous online learning tools for radiology education are useful and acceptable to general practitioners and other medical personnel during a pandemic. The study was carried out from April to October 2020 and involved 2632 participants. Pre- and post-testing was used to assess the participants' gain of knowledge in the course content (paired t-tests and chi-squared tests of independence). A five-point Likert scale questionnaire inspired by the technological acceptance model (TAM) was provided to evaluate the e-learning methodology (ANOVA tests). The results from the pre- and post-tests showed that there were significant differences in the scores before and after completing the course (sample size = 2632, response rate = 56%, p<0.001). As for the questionnaire, all questions surpassed 4.5 out of 5, including those referring to perceived ease of use and perceived usefulness, and no significant differences were found between experienced and inexperienced participants (sample size = 2535, response rate = 53%, p=0.85). The analysis suggests that the applied methodology is flexible enough to adapt to complex situations, and is useful to improve knowledge on the subject of the course. Furthermore, a wide acceptance of the teaching methodology is confirmed for all technological profiles, pushing for and endorsing a more widespread use of online platforms in the domain of radiology continuing education.
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Affiliation(s)
- Pau Xiberta
- Graphics and Imaging Laboratory, Universitat de Girona, Girona, Catalonia
| | - Imma Boada
- Graphics and Imaging Laboratory, Universitat de Girona, Girona, Catalonia
| | - Santiago Thió-Henestrosa
- Departament d’Informàtica, Matemàtica Aplicada i Estadística, Universitat de Girona, Girona, Catalonia
| | - Salvador Pedraza
- Centre de Diagnòstic per la Imatge, Hospital Clínic de Barcelona, Barcelona, Catalonia
| | - Víctor Pineda
- Department of Radiology and IDIBGI, Hospital Universitari Dr Josep Trueta (Institut de Diagnòstic per la Imatge), Girona, Catalonia
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Mohmand S, Monteiro S, Solomonian L. How are Medical Institutions Supporting the Well-being of Undergraduate Students? A Scoping Review. MEDICAL EDUCATION ONLINE 2022; 27:2133986. [PMID: 36268575 PMCID: PMC9590426 DOI: 10.1080/10872981.2022.2133986] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Medical students experience significant stress and impacts on mood due to multiple factors. Unmitigated stress impacts both physical and mental health while increasing the risk of unethical behavior. It is important for medical institutions to identify strategies that effectively reduce perceived stress and improve the well-being of their students. METHODS The authors undertook a scoping review of the literature to identify strategies implemented by medical educational programs to improve the well-being of medical students. RESULTS Of 1068 articles identified, 19 studies met the inclusion criteria. Interventions were categorized as mindfulness-based programs, reflection groups, curriculum changes, and 'miscellaneous.' All studies assessed outcomes of student stress/resilience, as well as additional domains including academic performance, mental health, and interpersonal skills. Some also assessed the acceptability of the intervention to students. CONCLUSIONS Despite the heterogeneity of interventions and outcome measures, a clear theme emerged that institutionally-provided strategies to promote student well-being tend to be effective when students opt into the program. It was noted that adding mandatory content or activities to a medical program without creating adequate space or support for it can have the opposite effect. Further high quality intervention studies involving randomization, blinding and rigorous controls are warranted.
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Affiliation(s)
- Shakila Mohmand
- Research Department, Canadian College of Naturopathic Medicine, Toronto, ON, Canada
| | - Sasha Monteiro
- Research Department, Canadian College of Naturopathic Medicine, Toronto, ON, Canada
| | - Leslie Solomonian
- Research Department, Canadian College of Naturopathic Medicine, Toronto, ON, Canada
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Munastiwi E, Murfi A, Sumarni S, Purnama S, Naimah N, Istiningsih I, Arini AD. Coping with the impact of Covid-19 pandemic on primary education: teachers' struggle (case study in the Province of Yogyakarta, Indonesia). INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT 2022. [DOI: 10.1108/ijem-04-2021-0114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
PurposeThe research aimed to explore the issues in the implementation of online education practice in elementary school, to study teachers' coping strategy to the online education issues and to evaluate teachers' problem-solving skill in online learning practice during the Covid-19 pandemic.Design/methodology/approachAn exploratory research focused on identifying the obstacles in teaching practice faced by elementary school teachers as well as their coping strategy with eight convenience sampled schools.FindingsOnline education practice faced unpreparedness and competency issues. Unpreparedness was found in terms of social, technical and cultural factors, while competency issue was related to online education competency and digital competency. Teachers’ struggle to cope with the issue in online education practice was focused on the performing conventional education in the online manner, suggesting teachers' lack of competency in encouraging learning success. Teachers neglected the development of students' readiness and competencies to engage in online learning. Moreover, teachers’ struggle had the least impact on the development of their online teaching competency and digital competency that are required for carrying out online teaching. In general, teachers' problem-solving skill was below the expected level. These findings suggested that improvement of teachers' competencies is important in order to cope with the issues such as in online education practice during Covid-19 pandemic and to face future challenges in education.Originality/valueThis study evaluated the gap between actual action and expected action of elementary school teachers in coping with the issues regarding online education practice.
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Herrmann-Werner A, Erschens R, Zipfel S, Festl-Wietek T. Where there are challenges, there are opportunities: An undergraduate medical students’ teaching concept for mental health in times of COVID-19. PLoS One 2022; 17:e0277525. [PMID: 36355852 PMCID: PMC9648749 DOI: 10.1371/journal.pone.0277525] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Accepted: 10/29/2022] [Indexed: 11/12/2022] Open
Abstract
COVID-19 had a tremendous effect on medical education. Most teaching sessions had to be shifted online, posing additional stress and potential isolation on medical students. However, it also offered the promotion of innovative digital teaching concepts. In this article, an approach to undergraduate mental health training is presented and evaluated. The curriculum was designed according to Kern’s six-step approach and consisted of asynchronous online material as well synchronous digital teaching and was accompanied by a plethora of newly developed teaching material (videos, fact sheets, etc.). Content covered the whole spectrum of diseases seen in a service of psychosomatic medicine and psychotherapy (i.e. anxiety, depression, trauma, somatoform and eating disorders, as well as motivational interviewing). Feedback from participants was collected, and exam results (written and practical) were compared to pre-COVID-19 times using t-tests for dependent and independent samples. Students were highly satisfied with the teaching (rating of 1.3 ± 0.6, n = 139 students). There was no significant difference from course evaluations before COVID-19 (1.5 ± 0.5, p > .05). The teaching also received an award in the students’ competition “best digital teaching concept in summer term 2020”. In the written exams, there was no significant difference between before COVID-19 (2.4 ± 0.45) and during COVID-19 times (1.6 ± 0.39; p > .05). In the practical objective structured clinical examination (OSCE), there was also no significant difference between students’ judgement of the difficulty of the station (1.9 ± 0.22 vs 1.9 ± 0.31; p > .05) or how well-prepared they felt for the exam (2.0 ± 0.24 vs 2.0 ± 0.31; p > .05). However, there was a significant difference in terms of grades, with the pre-COVID-19 grades being significantly better (2.7 ± 0.37 vs 2.0 ± 0.44; p < .05), which reflects the difficulty of transferring practical skills training to an online setting. Students particularly valued the possibility of self-directed learning combined with personal guidance by departmental experts, reflecting the importance of wellbeing-centred medical education. The pandemic triggered overnight challenges for teaching mental health that may also offer the opportunity to think about worldwide teaching standards with easily accessible material and courses online. This may offer the opportunity to enthral medical students to become mental health specialists themselves.
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Affiliation(s)
- Anne Herrmann-Werner
- Medical Faculty Tuebingen, TIME (Tübingen Institute for Medical Education), Tuebingen, Germany
- Department of Internal Medicine VI/Psychosomatic Medicine and Psychotherapy, University Hospital Tuebingen, Tuebingen, Germany
- * E-mail:
| | - Rebecca Erschens
- Department of Internal Medicine VI/Psychosomatic Medicine and Psychotherapy, University Hospital Tuebingen, Tuebingen, Germany
| | - Stephan Zipfel
- Department of Internal Medicine VI/Psychosomatic Medicine and Psychotherapy, University Hospital Tuebingen, Tuebingen, Germany
| | - Teresa Festl-Wietek
- Medical Faculty Tuebingen, TIME (Tübingen Institute for Medical Education), Tuebingen, Germany
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Henze SM, Fellmer F, Wittenberg S, Höppner S, Märdian S, Willy C, Back DA. Digital adaptation of teaching disaster and deployment medicine under COVID-19 conditions: a comparative evaluation over 5 years. BMC MEDICAL EDUCATION 2022; 22:717. [PMID: 36224618 PMCID: PMC9554383 DOI: 10.1186/s12909-022-03783-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Accepted: 09/29/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The COVID-19 pandemic has not only brought many aspects of disaster medicine into everyday awareness but also led to a massive change in medical teaching due to the necessity of contact restrictions. This study aimed to evaluate student acceptance of a curricular elective module on disaster and deployment medicine over a 5-year period and to present content adjustments due to COVID-19 restrictions. METHODS Since 2016, 8 semesters of the curricular elective module took place in face-to-face teaching (pre-COVID-19 group). From the summer semester of 2020 to the summer semester of 2021, 3 semesters took place as online and hybrid courses (mid-COVID-19 group). Student attitudes and knowledge gains were measured using pretests, posttests, and final evaluations. These data were statistically compared across years, and new forms of teaching under COVID-19 conditions were examined in more detail. RESULTS A total of 189 students participated in the module from the summer semester of 2016 through the summer semester of 2021 (pre-COVID-19: n = 138; mid-COVID-19: n = 51). There was a high level of satisfaction with the module across all semesters, with no significant differences between the groups. There was also no significant difference between the two cohorts in terms of knowledge gain, which was always significant (p < 0.05). COVID-19 adaptations included online seminars using Microsoft Teams or Zoom, the interactive live-streaming of practical training components, and digital simulation games. CONCLUSION The high level of satisfaction and knowledge gained during the module did not change even under a digital redesign of the content offered. The curricular elective module was consistently evaluated positively by the students, and the adaptation to online teaching was well accepted. Experiences with digital forms of teaching should also be used after the COVID-19 pandemic to create digitally supported blended learning concepts in the field of deployment and disaster medicine and thus further promote the expansion of teaching in this important medical field.
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Affiliation(s)
- S M Henze
- Clinic for Traumatology and Orthopedics, Military Academic Hospital Berlin, Scharnhorststrasse 13, 10115, Berlin, Germany
| | - F Fellmer
- Clinic for Traumatology and Orthopedics, Military Academic Hospital Berlin, Scharnhorststrasse 13, 10115, Berlin, Germany
| | - S Wittenberg
- Center for Musculoskeletal Surgery, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Augustenburger Platz 1, 13353, Berlin, Germany
| | - S Höppner
- Clinic for Anesthesiology, Intensive Care, Emergency Medicine and Rescue Service, Military Academic Hospital Berlin, Scharnhorststrasse 13, 10115, Berlin, Germany
| | - S Märdian
- Center for Musculoskeletal Surgery, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Augustenburger Platz 1, 13353, Berlin, Germany
| | - C Willy
- Clinic for Traumatology and Orthopedics, Military Academic Hospital Berlin, Scharnhorststrasse 13, 10115, Berlin, Germany
| | - D A Back
- Clinic for Traumatology and Orthopedics, Military Academic Hospital Berlin, Scharnhorststrasse 13, 10115, Berlin, Germany.
- Center for Musculoskeletal Surgery, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Augustenburger Platz 1, 13353, Berlin, Germany.
- Dieter Scheffner Center for Medical Education and Educational Research, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Charité Platz 1, 10117, Berlin, Germany.
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Mihatsch L, von der Linde M, Knolle F, Luchting B, Dimitriadis K, Heyn J. Survey of German medical students during the COVID-19 pandemic: attitudes toward volunteering versus compulsory service and associated factors. JOURNAL OF MEDICAL ETHICS 2022; 48:630-636. [PMID: 34021060 PMCID: PMC8142677 DOI: 10.1136/medethics-2020-107202] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/29/2020] [Revised: 04/29/2021] [Accepted: 05/04/2021] [Indexed: 06/12/2023]
Abstract
Due to the spread of COVID-19, a key challenge was to reduce potential staff shortages in the healthcare sector. Besides recruiting retired healthcare workers, medical students were considered to support this task. Commitment of medical students in Germany during the COVID-19 pandemic was evaluated using an online survey, with particular focus on their burdens and anxieties. This survey was distributed to students within a 2-week period in April and May 2020. Ultimately, 1241 participants were included in the analysis. During the pandemic, 67.9% (65.3% to 70.5%) of the participants reported that they had volunteered. Furthermore, 88.9% (86.9% to 90.5%) stated that they were against compulsory recruitment in this context. Students who volunteered (committed students) had a significantly lower anxiety index than non-committed students. Additionally, students were more concerned about infecting other patients and relatives than themselves. Higher levels of anxiety were related to lower levels of commitment. A mandatory assignment during the pandemic was rejected by the students and does not seem to be necessary due to the large number of volunteers.
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Affiliation(s)
- Lorenz Mihatsch
- Department of Anaesthesiology and Intensive Care Medicine, Ludwig-Maximilians-Universität München, Munich, Germany
| | | | - Franziska Knolle
- Department of diagnostic and interventional Neuroradiology, Technical University of Munich, Munich, Germany
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Benjamin Luchting
- Department of Pain Medicine, Landsberg am Lech Clinic, Landsberg am Lech, Germany
| | | | - Jens Heyn
- Department of Anaesthesiology and Intensive Care Medicine, Ludwig-Maximilians-Universität München, Munich, Germany
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El Mouedden I, Hellemans C, Anthierens S, Michels NR, DeSmet A. Experiences of academic and professional burn-out in medical students and residents during first COVID-19 lockdown in Belgium: a mixed-method survey. BMC MEDICAL EDUCATION 2022; 22:631. [PMID: 35986307 PMCID: PMC9391213 DOI: 10.1186/s12909-022-03694-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/21/2022] [Accepted: 08/08/2022] [Indexed: 06/15/2023]
Abstract
COVID-19 has presented a substantial burden on students and healthcare staff. This mixed-method, descriptive and correlational study aimed to: 1) describe academic; and 2) professional burnout levels; 3) their associations with working in COVID-19-related care; and 4) with perceived COVID-19 impact on studies and internships among medical students and residents. We hypothesized burnout levels to be high; those involved in COVID-19 care to experience higher impact of COVID-19 on studies and work, and to experience higher levels of academic and professional burnout than those not involved in COVID-19 care; academic and professional burnout to be higher when perceived burden due to COVID-19 was higher. During first lockdown in Belgium, a mixed-method cross-sectional survey assessed academic burnout (MBI-SS) and professional burnout in relation to internships and residency (MBI-HSS). Correlations and t-tests tested associations of burnout with involvement in COVID-19-related care and perceived impact of COVID-19 on studies and work (SPSS). Participants provided open-ended comments which were thematically analysed (NVivo). In total, 194 medical students and residents participated (79.5% female, M age = 24.9 ± 2.5). Emotional exhaustion and depersonalisation were high in professional burnout, but moderate in academic burnout. Those involved in COVID-19 related care perceived a higher impact of COVID-19 on their studies and internship/residency and have higher professional burnout, but do not show a higher academic burnout. Those who have a higher perceived impact of COVID-19 on their studies scored higher on academic burnout. Participants mentioned an increased workload (e.g., having to be constantly available and constantly adapt), distress (e.g., uncertainty, fatigue, fear for impact on significant others), fewer learning opportunities (e.g., cancelled internships, changing learning methods), lack of relatedness with patients and supervisors (e.g., lack of respect and understanding from supervisors, distance created by phone consultations with patients) and cynicism towards remote care or non-medical tasks (e.g., considering what they do is not useful or not what they trained for). Students and residents showed indications of professional and academic burnout in relation to the COVID-19 situation. Interventions are needed that can meet the needs of achieving learning outcomes, managing extreme situations and relatedness.
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Affiliation(s)
- Issrae El Mouedden
- Faculty of Psychological and Educational Sciences, Université Libre de Bruxelles, Avenue Franklin Roosevelt 50, 1050, Brussels, Belgium
| | - Catherine Hellemans
- Faculty of Psychological and Educational Sciences, Université Libre de Bruxelles, Avenue Franklin Roosevelt 50, 1050, Brussels, Belgium
| | - Sibyl Anthierens
- Department of Family Medicine and Population Health, Faculty of Medicine and Health Sciences, University of Antwerp, Doornstraat 331, 2610, Antwerp, Belgium
| | - Nele Roos Michels
- Department of Family Medicine and Population Health, Faculty of Medicine and Health Sciences, University of Antwerp, Doornstraat 331, 2610, Antwerp, Belgium
| | - Ann DeSmet
- Faculty of Psychological and Educational Sciences, Université Libre de Bruxelles, Avenue Franklin Roosevelt 50, 1050, Brussels, Belgium.
- Department of Communication Studies, University of Antwerp, Sint-Jacobstraat 2, 2000, Antwerp, Belgium.
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Alkhateeb NE, Ahmed BS, Al-Tawil NG, Al-Dabbagh AA. Students and examiners perception on virtual medical graduation exam during the COVID-19 quarantine period: A cross-sectional study. PLoS One 2022; 17:e0272927. [PMID: 35984844 PMCID: PMC9390930 DOI: 10.1371/journal.pone.0272927] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Accepted: 07/29/2022] [Indexed: 11/19/2022] Open
Abstract
Background With the emergence of the COVID-19 pandemic and lockdown approach that was adopted all over the world, conducting assessments while maintaining integrity became a big challenge. This article aims at sharing the experience of conducting an online assessment with the academic community and to assess its effectiveness from both examiners’ and students’ perspectives. Methods An online assessment was carried out for the final year medical students of Hawler Medical University/Iraq during the lockdown period of the COVID-19 pandemic, June 2020. Then, an online questionnaire was sent to a sample of 61 examiners and 108 students who have been involved in evaluating the mentioned assessment process. Mann-Whitney and Kruskal-Wallis tests were used to compare the mean ranks of the overall satisfaction scores between categories of the students and examiners. Categorical data were summarized and presented as frequencies and percentages. Results The response rates among examiners and students were 69.4% and 88.5% respectively. The majority of the examiners were generally satisfied with the online examination process compared to only around a third of the students. However, both examiners and students agreed that online examination was not suitable for assessing the physical examination skills. Conclusion The online assessment can be considered a good alternative and acceptable method for medical students’ assessment in unpredicted emergencies, yet it was not applicable in testing physical examination skills.
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Affiliation(s)
- Nazdar Ezzaddin Alkhateeb
- Department of Medical Education, College of Medicine, Hawler Medical University, Erbil, Kurdistan Region, Iraq
- * E-mail:
| | - Baderkhan Saeed Ahmed
- Department of Surgery, College of Medicine, Hawler Medical University, Erbil, Kurdistan Region, Iraq
| | - Namir Ghanim Al-Tawil
- Department of Community Medicine, College of Medicine, Hawler Medical University, Erbil, Kurdistan Region, Iraq
| | - Ali A. Al-Dabbagh
- Department of Medical Education, College of Medicine, Hawler Medical University, Erbil, Kurdistan Region, Iraq
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Sanjaya A, Edwin C, Supantini D. Impact of COVID-19 pandemic on medical students: a scoping review protocol. BMJ Open 2022; 12:e061852. [PMID: 35981771 PMCID: PMC9393852 DOI: 10.1136/bmjopen-2022-061852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
INTRODUCTION The COVID-19 pandemic has spread globally and has been reported in every known country. The effects can be felt in universities and schools, shifting their learning to online platforms. However, medical schools bear the burden of protecting students and ensuring the continuation of the education process. The rapid transition to online learning, coupled with the lack of preparation from the educational system, leads to stresses that affect students' academic performance, mental health and social life. Nevertheless, no review tried to synthesise the complete picture of the pandemic's effects. Therefore, this scoping review aims to identify and explore the available literature on the effects or impacts of the pandemic on medical students without limiting it to specific dimensions. METHODS This review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews and the Joanna Briggs Institute manual for evidence synthesis. We examine articles reporting data from any country. However, only articles written in English will be included. For studies to be included, they must report any form of impact on medical students, qualitatively or quantitatively. Furthermore, the impact must occur within the context of the COVID-19 pandemic. Searches will be done on Medline, EMBASE, ERIC, the Cochrane Library, CINAHL and PsycInfo. After data extraction, we will narratively synthesise the data and explore the types of impacts COVID-19 has on medical students. ETHICS AND DISSEMINATION No formal ethical approval is required. The scoping review will be published in peer-reviewed journals and as conference presentations and summaries, wherever appropriate.
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Affiliation(s)
- Ardo Sanjaya
- Department of Anatomy, Maranatha Christian University, Bandung, Indonesia
| | - Christian Edwin
- Department of Microbiology, Maranatha Christian University, Bandung, Indonesia
| | - Dedeh Supantini
- Department of Neurology, Maranatha Christian University, Bandung, Indonesia
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Looi JC, Maguire PA, Bonner D, Reay RE, Finlay AJ, Keightley P, Tedeschi M, Wardle C, Kramer D. Final-year medical student Psychiatry and Addiction Medicine synchronous summative tele-assessments during a COVID-19 Delta-variant stay-at-home lockdown. Australas Psychiatry 2022; 30:564-569. [PMID: 35220759 PMCID: PMC8891892 DOI: 10.1177/10398562221077885] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE We describe the planning, process and evaluation of final-year Psychiatry and Addiction Medicine summative assessments in a four-year graduate medical degree program, during a COVID-19 Delta-variant public health stay-at-home lockdown. CONCLUSIONS We conducted separate written and clinical synchronous (real-time simultaneous) tele-assessments. We used online assessment technology with students, examiners and simulated patients, all in different physical locations. Medical students' examination performance showed a good range. This was comparable to other discipline stations, and performance in previous years. There was no differential performance of students through the day of the assessments.
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Affiliation(s)
- Jeffrey Cl Looi
- Academic Unit of Psychiatry and Addiction Medicine, 102945The Australian National University Medical School, Canberra, ACT, Australia
| | - Paul A Maguire
- Academic Unit of Psychiatry and Addiction Medicine, 102945The Australian National University Medical School, Canberra, ACT, Australia
| | - Daniel Bonner
- Academic Unit of Psychiatry and Addiction Medicine, 102945The Australian National University Medical School, Canberra, ACT, Australia
| | - Rebecca E Reay
- Academic Unit of Psychiatry and Addiction Medicine, 102945The Australian National University Medical School, Canberra, ACT, Australia
| | - Angus Jf Finlay
- Academic Unit of Psychiatry and Addiction Medicine, 102945The Australian National University Medical School, Canberra, ACT, Australia
| | - Philip Keightley
- Academic Unit of Psychiatry and Addiction Medicine, 102945The Australian National University Medical School, Canberra, ACT, Australia
| | - Michael Tedeschi
- Academic Unit of Psychiatry and Addiction Medicine, 102945The Australian National University Medical School, Canberra, ACT, Australia
| | - Claire Wardle
- Medical Education Unit, 105945The Australian National University Medical School, Acton, ACT, Australia
| | - David Kramer
- Medical Education Unit, 105945The Australian National University Medical School, Acton, ACT, Australia
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Umar TP, Samudra MG, Nashor KMN, Agustini D, Syakurah RA. Health professional student’s volunteering activities during the COVID-19 pandemic: A systematic literature review. Front Med (Lausanne) 2022; 9:797153. [PMID: 35928294 PMCID: PMC9345056 DOI: 10.3389/fmed.2022.797153] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Accepted: 06/27/2022] [Indexed: 12/01/2022] Open
Abstract
Background The Coronavirus Disease 2019 (COVID-19) crisis has forced health and education services to use additional human resources, such as health professional students. Students in the health professions, particularly those in the medical field, can participate in a variety of voluntary activities, both directly and indirectly in health services. The aim of this review was to determine the affecting factors, types of activity, and benefits of undertaking a volunteering role by the health professional student. Methods A systematic review of health professional student volunteering during the COVID-19 pandemic was conducted using seven databases: Epistemonikos, ProQuest, Scopus, EBSCOhost, JSTOR, Cochrane Library, and PubMed. This literature search included published articles from March 2020 through to December 2021 using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 guidelines. Result We included 41 studies that met the selection criteria that assessed the factors and specific programs related to health profession students’ volunteering involvement during the COVID-19 pandemic era. The most frequently observed supporting factor of the eagerness to be a volunteer was the feeling of moral responsibility (such as social dedication, sense of duty, and care), potential learning opportunities, personal interest, and financial compensation. Factors that contributed to a person’s refusal to participate in a volunteer position were the fear of COVID-19 itself (such as transmission, risk of being infected, and personal identification as a risk group). Conclusion The review of available literature has shown that understanding the motivation and barriers to the willingness of health professional students to volunteer and the impact of volunteering activities on their future lives is a key for supporting them.
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Affiliation(s)
- Tungki Pratama Umar
- Medical Profession Program, Faculty of Medicine, Sriwijaya University, Palembang, Indonesia
| | | | | | - Dessy Agustini
- Medicine Program, Faculty of Medicine, Sriwijaya University, Palembang, Indonesia
| | - Rizma Adlia Syakurah
- Department of Health Policy and Administration, Faculty of Public Health, Sriwijaya University, Palembang, Indonesia
- *Correspondence: Rizma Adlia Syakurah,
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42
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Moula Z, Horsburgh J, Scott K, Rozier-Hope T, Kumar S. The impact of Covid-19 on professional identity formation: an international qualitative study of medical students' reflective entries in a Global Creative Competition. BMC MEDICAL EDUCATION 2022; 22:545. [PMID: 35836173 PMCID: PMC9282904 DOI: 10.1186/s12909-022-03595-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Accepted: 06/20/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The Covid-19 pandemic, which affected medical students globally, could be viewed as a disorientating dilemma with the potential to offer opportunities for transformative learning. In 2021 the Medical Education Innovation and Research Centre at Imperial College London launched a Global Creative Competition as a platform for medical students to reflect on their experiences during the pandemic. METHODS Six hundred forty-eight creative pieces with written reflections were submitted by medical students from 52 countries. 155 students from 28 countries consented for their entries to be included in this study. The reflections were analysed thematically and independently by three reviewers to explore how the pandemic impacted students' professional identity formation (PIF). RESULTS The pandemic increased students' awareness of the social and global role of doctors in addressing health inequities. Students felt part of a wider healthcare community and showed greater appreciation towards person-centred care. Students also became more aware of their personal needs, priorities, and the importance of self-care. DISCUSSION In agreement with Mezirow's theory of transformative learning (2003), the pandemic led students to re-examine pre-existing epistemic and sociocultural assumptions concerning the role of doctors and explore new perspectives of what it means to be a doctor. In accordance with Cheng's theory of coping flexibility (2021), students developed both emotion-focused coping strategies (e.g., arts engagement) and problem-solving strategies (e.g., volunteering), suggesting they were able to adjust psychologically and develop agency. However, students experienced tension between their sense of duty and sense of wellbeing, highlighting the need for medical educators to design into programmes formal support systems where medical students have the space and time they need to reflect on their emergent identities as a doctor. CONCLUSION Medical educators should encourage students to reflect on their identity formation while encountering disorientating dilemmas. The inclusion of arts and humanities within the medical curriculum is strongly recommended to provide an avenue for students to access and express complex emotions and experiences.
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Affiliation(s)
- Zoe Moula
- Medical Education Innovation & Research Centre, Imperial College London, London, UK
| | - Jo Horsburgh
- Medical Education Innovation & Research Centre, Imperial College London, London, UK
| | - Katie Scott
- Medical Education Innovation & Research Centre, Imperial College London, London, UK
| | - Tom Rozier-Hope
- Medical Education Innovation & Research Centre, Imperial College London, London, UK
| | - Sonia Kumar
- Medical Education Innovation & Research Centre, Imperial College London, London, UK
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43
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El Brown M, Parekh R, Anderson K, Mayat N, McKeown A. 'It was the worst possible timing': the response of UK Longitudinal Integrated Clerkships to Covid-19. EDUCATION FOR PRIMARY CARE 2022; 33:288-295. [PMID: 35770614 DOI: 10.1080/14739879.2022.2079428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Covid-19 has altered medical education worldwide. Given recent events, UK Longitudinal Integrated Clerkships (LICs), which are relatively new innovations, may have changed in structure and delivery, or may have demonstrated resilience. Collating the responses and experiences of UK institutions may yield transferrable recommendations for institutions wishing to develop sustainable LICs. A mixed-methods survey concerning LIC prevalence, variety, and experiences of responses to Covid-19 was circulated to all 33 UK medical schools through academic networks. 25 survey responses were received, representing 20 institutions. 12 faculty completed follow up semi-structured interviews. 13 LICs were reported: 1 wasn't running during 2020, 5 were running unchanged, and 7 with alterations. 2 additional LICs were planned. Thematic analysis of free-text survey and interview responses revealed that relationships between faculty and institutions were central in facilitating recent adaptations to UK LICs. Given model flexibility, an increased drive to develop LICs was also evident. Barriers to adapting programmes included uncertainty regarding progression of Covid-19 restrictions and issues with secondary care access. Investing in faculty development and support networks could increase LIC sustainability. By highlighting the relative resilience of UK LIC placements during Covid-19, these findings offer important insight for the future delivery of sustainable LICs within, and beyond, the UK.
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Affiliation(s)
- Megan El Brown
- Health Professions Education Unit, Hull York Medical School, University of York, York, UK.,Medical Education Innovation and Research Centre, Imperial College London, London, UK
| | - Ravi Parekh
- Medical Education Innovation and Research Centre, Imperial College London, London, UK
| | - Kevin Anderson
- Health Professions Education Unit, Hull York Medical School, University of York, York, UK
| | - Nabilah Mayat
- Health Professions Education Unit, Hull York Medical School, University of York, York, UK.,Undergraduate medicine, Barts and the London Medical School, London, UK
| | - Andy McKeown
- Faculty of medicine and health science, University of Buckingham, Buckingham, UK
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44
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Griffin L, Riley R. Exploring the psychological impact of working during COVID-19 on medical and nursing students: a qualitative study. BMJ Open 2022; 12:e055804. [PMID: 35738645 PMCID: PMC9226460 DOI: 10.1136/bmjopen-2021-055804] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVES To identify the psychological impact of working during the COVID-19 pandemic on medical and nursing students' psychological well-being. To inform recommendations for the provision of future student well-being support. DESIGN An interpretative qualitative, semistructured interview study employing maximum variation sampling, snowball sampling and a thematic analysis. SETTING A large West Midlands (UK) university with medical and nursing undergraduate and postgraduate programmes. Study undertaken between January and May 2020. PARTICIPANTS A purposive sample of eight medical (six women and two men) and seven nursing (all women) students who worked >2 weeks in a healthcare setting during the COVID-19 pandemic (from 1 March 2020 onwards). RESULTS Four core themes with corresponding subthemes were identified: (1) COVID-19 sources of distress-working conditions, exposure to suffering, death and dying, relationships and teams, individual inexperience and student identity, (2) negative impact on mental health and well-being-psychological and emotional distress, delayed distress, exhaustion, mental ill health, (3) protective factors from distress-access to support, environment, preparation and induction, recognition and reward, time for breaks and rest and (4) positive experiences and meaningful outcomes. CONCLUSIONS Student pandemic deployment has had a significant negative impact on students' psychological well-being, as a result of demanding working conditions, unprecedented exposure to death and suffering and lack of preparation for new job roles. Universities and healthcare organisations must formally acknowledge this impact and provide well-being support for distressed students working in such challenging contexts. They must also establish more supportive and inclusive healthcare environments for medical and nursing students in future pandemic and postpandemic circumstances, through the implementation of support systems and adequate preparation.
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Affiliation(s)
- Louise Griffin
- College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Ruth Riley
- School of Health Sciences, Faculty of Health and Medical Sciences, University of Surrey, Guilford, UK
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Gujski M, Mularczyk-Tomczewska P, Raciborski F, Samel-Kowalik P, Samoliński Ł, Olczak-Kowalczyk D, Jankowski M. Screening for SARS-CoV-2 Infection in Students at the Medical University of Warsaw, Poland Between November 15 and December 10, 2021 Using a Single Lateral Flow Test, the Panbio™ COVID-19 Ag Rapid Test. Med Sci Monit 2022; 28:e936962. [PMID: 35665746 PMCID: PMC9175574 DOI: 10.12659/msm.936962] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Accepted: 05/13/2022] [Indexed: 11/09/2022] Open
Abstract
BACKGROUND Education was significantly affected by the coronavirus disease 2019 (COVID-19) pandemic, caused by the SARS-CoV-2 virus. Online learning affects the quality of learning as well as the mental health status of students. Regular screening for COVID-19 may be crucial to provide practical classes during the pandemic. The present study aimed to analyze the usefulness of rapid antigen tests for on-campus COVID-19 screening in real-life conditions at a medical university in Poland. MATERIAL AND METHODS This screening study was carried out among students attending practical classes at the Medical University of Warsaw, Poland between November 15 and December 10, 2021, during which a series of rapid antigen tests (Panbio™ COVID-19 Ag Rapid Test Device, nasal) were performed by healthcare professionals (nurses). Out of 104 student groups selected for the study (n=1847 students), 423 individuals from 63 student groups were tested at least once (22.9% response rate). A total of 2295 samples were collected. RESULTS Among the participants, 3.4% (n=15) had positive test results. Out of 15 COVID-19 cases, 14 were vaccinated. At least 1 positive COVID-19 case was detected in 8 student groups. In 3 student groups, we observed ≥2 infections that occurred at intervals, which may suggest student-to-student SARS-CoV-2 transmission. CONCLUSIONS This study produced real-world data from a COVID-19 screening study and confirmed the usefulness of the rapid antigen test (Panbio™ COVID-19 Ag Rapid Test Device nasal) for on-campus COVID-19 screening prior to practical classes. Maintaining a high percentage of participants is crucial to ensuring the effectiveness of on-campus COVID-19 screening.
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Affiliation(s)
- Mariusz Gujski
- Department of Public Health, Medical University of Warsaw, Warsaw, Poland
| | | | - Filip Raciborski
- Department of Prevention of Environmental Hazards and Allergology, Medical University of Warsaw, Warsaw, Poland
| | - Piotr Samel-Kowalik
- Department of Prevention of Environmental Hazards and Allergology, Medical University of Warsaw, Warsaw, Poland
| | - Łukasz Samoliński
- 1 Department of Cardiology, Medical University of Warsaw, Warsaw, Poland
| | | | - Mateusz Jankowski
- School of Public Health, Center of Postgraduate Medical Education, Warsaw, Poland
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Saali A, Stanislawski ER, Kumar V, Chan C, Hurtado A, Pietrzak RH, Charney DS, Ripp J, Katz CL. The Psychiatric Burden on Medical Students in New York City Entering Clinical Clerkships During the COVID-19 Pandemic. Psychiatr Q 2022; 93:419-434. [PMID: 34618278 PMCID: PMC8495188 DOI: 10.1007/s11126-021-09955-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/11/2021] [Indexed: 01/20/2023]
Abstract
For medical students first entering the clinical space in July 2020, the unique challenges related to the coronavirus pandemic threatened to amplify the psychological distress associated with clerkship rotations. This study aimed to characterize the mental health of third-year medical students starting clinical clerkships in the midst of a pandemic by assessing symptoms of major depressive disorder (MDD), generalized anxiety disorder (GAD), and posttraumatic stress disorder (PTSD) as well as risk, coping, and protective factors associated with psychological outcomes. Of 147 third-year medical students at the Icahn School of Medicine at Mount Sinai in New York City, 110 (75%) participated in this prospective survey-based study with 108 included in the final analysis. 43 (39.8%) respondents screened positive for symptoms of either MDD, GAD, or PTSD. Multiple regression analyses revealed that greater overall symptom severity was associated with more avoidant coping, more traumatic events witnessed, poorer student and leisure functioning, lower trait emotional stability, and lower social support. Worries related to COVID-19 did not significantly influence outcome variables. To better understand the role of the pandemic on psychological outcomes in third-year medical students, additional research should focus on the trajectory of these outcomes over the year during the coronavirus pandemic.
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Affiliation(s)
- Alexandra Saali
- Department of Medical Education, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Emma R Stanislawski
- Department of Medical Education, Icahn School of Medicine at Mount Sinai, New York, NY, USA.
- Department of Psychiatry, Maine Medical Center, Portland, ME, USA.
| | - Vedika Kumar
- Department of Medical Education, Icahn School of Medicine at Mount Sinai, New York, NY, USA
- Department of Psychiatry, Zucker Hillside Hospital, New York, NY, USA
| | - Chi Chan
- Mental Illness Research Education and Clinical Center, James J. Peters VA Medical Center, Bronx, NY, USA
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Alicia Hurtado
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Robert H Pietrzak
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA
- U.S. Department of Veterans Affairs National Center for Posttraumatic Stress Disorder, VA Connecticut Healthcare System, West Haven, CT, USA
| | - Dennis S Charney
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Jonathan Ripp
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA
| | - Craig L Katz
- Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, USA
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Kim IE, Kim DD, Kim JE, Rebello E, Chung D, Woolley P, Lee D, Borden BA, Wang A, Villalta D, Sutherland A, De Armas S, Liu M, Kim H, Ahn GS, Geisler R, Yang A, Joung B, Slate-Romano J, Rajski M, Kim AE, Vrees R, Monteiro K. Impact of medical school responses during the COVID-19 pandemic on student satisfaction: a nationwide survey of US medical students. KOREAN JOURNAL OF MEDICAL EDUCATION 2022; 34:167-174. [PMID: 35676883 PMCID: PMC9178261 DOI: 10.3946/kjme.2022.228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/07/2021] [Revised: 02/05/2022] [Accepted: 03/18/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE Medical schools have faced various challenges in preparing their clinical students for the frontlines of a pandemic. This study investigated medical students' satisfaction with their institutions during the coronavirus disease 2019 (COVID-19) pandemic with the intention of guiding educators in future public health crises. METHODS In this cross-sectional study surveying students in clinical rotations, the primary outcome was overall satisfaction regarding medical schools' responses to the pandemic, and the four secondary outcomes were school communication, exposure to COVID-19, availability of personal protective equipment, and access to COVID-19 testing. RESULTS The survey was distributed to ten medical schools, of which 430 students responded for a response rate of 13.0%. While most students were satisfied (61.9%, n=266) with their schools' response, more than one in five (21.9%, n=94) were dissatisfied. Among the four secondary outcomes, communication with students was most predictive of overall satisfaction. CONCLUSION In future crises, schools can best improve student satisfaction by prioritizing timely communication.
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Affiliation(s)
- Isaac E. Kim
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Daniel D. Kim
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Juliana E. Kim
- School of Medicine, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ, USA
| | - Elliott Rebello
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - David Chung
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Parker Woolley
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Daniel Lee
- School of Medicine, Morehouse School of Medicine, Atlanta, GA, USA
| | - Brittany A. Borden
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Aaron Wang
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Douglas Villalta
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Agatha Sutherland
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | | | - Matthew Liu
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Hannah Kim
- School of Medicine, Oregon Health and Science University, Portland, OR, USA
| | - Grace Sora Ahn
- School of Medicine, University of California San Diego, San Diego, CA, USA
| | - Reed Geisler
- College of Medicine, The Ohio State University, Columbus, OH, USA
| | | | - Bowon Joung
- School of Medicine, Loma Linda University, Loma Linda, CA, USA
| | - John Slate-Romano
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Michal Rajski
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Alison E. Kim
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Roxanne Vrees
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Kristina Monteiro
- Office of Medical Education, Warren Alpert Medical School, Brown University, Providence, RI, USA
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Boyd N, Alexander DG. An online mindfulness intervention for medical students in South Africa: A randomised controlled trial. S Afr J Psychiatr 2022; 28:1840. [PMID: 35747337 PMCID: PMC9210716 DOI: 10.4102/sajpsychiatry.v28i0.1840] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Accepted: 04/06/2022] [Indexed: 11/15/2022] Open
Abstract
Background Prior to the COVID-19 pandemic, an association was observed between medical students’ stress, possibly because of an intensive academic workload and clinical responsibilities, and mental ill health. The literature has shown the benefit of online mindfulness interventions for different mental health challenges. Unfortunately, there is a paucity of information on their benefit to medical students in South Africa. Aim The aim of this study was to explore whether medical students attending an online mindfulness-based intervention (MBI) would show improved resilience and stress management compared with attendance at an online supportive counselling (SC) programme. Secondary to this was the viability of the intervention, for which an in-depth understanding of participants’ experiences was sought. Setting The study setting was online through https://zoom.us/. Methods Forty-five participants were randomly allocated between two 6-week, teacher-facilitated groups. A repeated measures analysis of variance (ANOVA) of outcome, well-being, perceived stress and self-compassion scores conducted at three time points, as well as thematic analysis of participant feedback, contributed to quantitative and qualitative data. Results Participants in both the groups showed significant improvement over time in measures of well-being, perceived stress and subjective stress management. Participants in the mindfulness group showed a statistically significant treatment effect in mindfulness at programme completion. A decrease in self-compassion over time was observed in both the groups. Conclusion The results of this study indicate that in this South African medical student cohort, an online MBI and a SC programme are both feasible and show potential for reducing stress, increasing stress management and increasing resilience. Further study in this area is recommended.
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Affiliation(s)
- Nicola Boyd
- Department of Psychiatry, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Debra G. Alexander
- Department of Psychiatry, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
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Alejandro-Salinas R, Rojas-Cueva AC, Visconti-Lopez FJ, Osorio-Martinez ML, Toro-Huamanchumo CJ. Factors associated with post-traumatic stress disorder symptoms in the post-quarantine context of the COVID-19 pandemic in Peruvian medical students. Heliyon 2022; 8:e09446. [PMID: 35600435 PMCID: PMC9109991 DOI: 10.1016/j.heliyon.2022.e09446] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 03/02/2022] [Accepted: 05/11/2022] [Indexed: 11/21/2022] Open
Abstract
Background In March 2020, the Peruvian state introduced quarantine as a measure to control the spread of SARS-CoV-2. It has been suggested that being in quarantine is associated with the development of symptoms of Post-traumatic Stress Disorder (PTSD). The present study aims to explore the factors associated with the development of PTSD in a post-quarantine context due to COVID-19 in medical students. Objectives To evaluate the factors associated with the development of post-quarantine PTSD symptoms in medical students from a Peruvian university. Methods Analytical cross-sectional study. The objective will be developed after the lifting of the quarantine in Peru. Medical students enrolled during the 2020-01 academic cycle of the Peruvian University of Applied Sciences will be included. To collect the outcome variable (PTSD), the Impact of Event Scale - Revised (IES-R) will be used. The associated factors will be collected through a form that will be validated by experts and piloted in the field. The crude and adjusted coefficients will be calculated, using bivariate and multivariate linear regression models, respectively. We will use the “manual forward selection” technique to obtain a final model with minimally sufficient fit. After each model comparison and decision, multicollinearity will be evaluated with the variance inflation factor and matrix of independent variables. Results Not having health insurance, having relatives or close friends who contracted the disease and having a lower family income are factors associated with PTSD in the post-quarantine context of the COVID-19 pandemic in medical students at a Peruvian university. Conclusions Clinical evaluation is important for medical students with a high probability of having PTSD symptoms. We recommend conducting a longitudinal study to identify causality and other unstudied factors related to PTSD.
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Affiliation(s)
- Rodrigo Alejandro-Salinas
- Universidad Peruana de Ciencias Aplicadas, Lima, Peru.,Sociedad Científica de Estudiantes de Medicina - UPC, Lima, Peru
| | - Alexandra C Rojas-Cueva
- Universidad Peruana de Ciencias Aplicadas, Lima, Peru.,Sociedad Científica de Estudiantes de Medicina - UPC, Lima, Peru
| | - Fabriccio J Visconti-Lopez
- Universidad Peruana de Ciencias Aplicadas, Lima, Peru.,Sociedad Científica de Estudiantes de Medicina - UPC, Lima, Peru
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50
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Alvarado-García PAA, Soto-Vásquez MR, Rosales-Cerquín LE. Mindfulness-based online intervention for mental health during times of COVID-19. Indian J Psychiatry 2022; 64:264-268. [PMID: 35859552 PMCID: PMC9290415 DOI: 10.4103/indianjpsychiatry.indianjpsychiatry_642_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/01/2021] [Revised: 12/15/2021] [Accepted: 02/22/2022] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND As the COVID-19 pandemic progresses, mental health begins to be affected. In this sense, practical and low-cost solutions are necessary to minimize the impact on the population. AIM This study aimed to determine the effect of a mindfulness-based online intervention for mental health during times of COVID-19. METHOD A quasi-experimental study was carried out with pre-test and post-test measurements in a sample of 62 participants divided into an experimental group whose members were administered a 12-session mindfulness online program, and a control group on the waiting list. The Zung Self-Rating Anxiety Scale (SAS) was used to assess anxiety, the Zung Self-Rating Depression Scale (SDS) to measure depression, and the Perceived Stress Scale (PSS-14) to determine stress levels. RESULTS The levels of anxiety, depression, and stress decreased after the intervention, finding significant differences between the groups and study phases (P < 0.05). In addition, moderate changes in anxiety (d = 0.849, g = 0.847) and depression (d = 0.533, g = 0.530) were found, as well as important changes in stress reduction (d = 1.254, g = 1.240). CONCLUSION There is evidence of a potential for the use of mindfulness program to reduce stress, anxiety, and depressive symptoms in stressful situations such as the COVID-19 pandemic.
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Affiliation(s)
| | - Marilú Roxana Soto-Vásquez
- Department of Pharmacotechnics, Faculty of Pharmacy and Biochemistry, National University of Trujillo, Trujillo, Perú
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