Abstract
ObjectivesTo investigate students' experience with medical education alongside their mental and physical health since the onset of the COVID-19 pandemic across nine countries. MethodsA cross-sectional online survey was distributed by local collaborators to 2,280 medical students across 148 medical schools in Brazil, Chile, Colombia, Germany, Italy, Japan, Mexico, Spain, and Venezuela using non-probability convenience sampling from June 22 to July 24, 2020. Students answered questions regarding teaching, internet use, COVID-19, physical and mental well-being. A multivariate logistic regression examined factors associated with depressed mood, insomnia, and headache. ResultsAcademic teaching shifted to a virtual (67%, n=1,534) or hybrid environment (23%, n=531), whilst bedside teaching was suspended or cancelled (93%, n=2,120). Across all countries students were equally satisfied with the teaching modality, quantity, quality, and the evaluation system of in-person, hybrid, and online curricula. Negative changes in mental (40% (n=912) insomnia, 57% (n=1,300) emotional irritability, 47% (n=1,072) emotional instability, 41% (n=935) anhedonia, 40% (n=912) depressed mood) and physical (36% (n=821) headache, 57% (n=1,299) ocular tiredness, 49% (n=1,117) backache) health symptoms were frequently observed. Positive associations between the number of daily screen hours and depressed mood (adjusted odds ratio (AOR)=1.09, 95%CI: 1.05-1.12, p<.001), insomnia (AOR=1.08, 95%CI: 1.05-1.11, p<.001), and headache (AOR=1.11, 95%CI: 1.07-1.14, p<.001) were identified. ConclusionsStudents' experience with digital and hybrid medical curricula was diverse during the pandemic. Education modality, quantity, and quality were positively evaluated. However, students' mental and physical health worsened. Besides bedside teaching, faculties ought to digitalize and strengthen social communities and extend support services for students.
Highlights
Similar to previous outbreaks, the COVID-19 pandemic and its consequent policy responses disrupted social and professional life.[1-5]
Since the pandemic's onset medical schools unavoidably adjusted academic curricula in order to adhere to social distancing, safety, and health policies.[6,7]
Students were satisfied with the teaching modality, quality, the evaluation system, and academic burden of inperson, hybrid, and online curricula
Summary
The COVID-19 pandemic and its consequent policy responses disrupted social and professional life.[1-5]. Since the pandemic's onset medical schools unavoidably adjusted academic curricula in order to adhere to social distancing, safety, and health policies.[6,7]. Most schools shifted to online teaching with a reduction or even suspension of practical teaching.[6-8]. Students faced uncertainty surrounding prolonged studies, delayed graduation, and feared a cancellation of residency programmes.[11, 12]. Did this change complicate academic learning, but it disrupted social peer networks of students.[7,13]. As well informed and educated future healthcare professionals, students were frequently mobilized and fasttracked to support shortages in medical staff.[7, 9, 14-16]. The resulting uncertainty and turmoil of academic curricula, future career prospects, and social networks may adversely affect mental health. The association of these academic and social changes triggered by the pandemic on mental health remain unclear
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