Clinical Attachments Research Articles

Knowledge, Attitude, and Compliance to Standard Precautions Among UNIMAS Nursing Students

Standard precautions pertain to the minimum standards of infection prevention practices that apply to patient care, regardless of confirmed or suspected infection status among patients in any setting where medical care is given. These practice guidelines not only help to minimize the spread of infection among patients but also help to avoid healthcare workers from contracting infections when caring for patients. Nursing students are equally at risk to exposure to infections during their clinical attachments in the healthcare setting. Hence, this study aims to assess the level of knowledge, attitude, and compliance toward standard precautions among undergraduate nursing students in Universiti Malaysia Sarawak (UNIMAS). It also aims to identify the associations between knowledge, attitude, and compliance toward standard precautions among UNIMAS nursing students. Data was collected from a total of 167 participants using a self-administered questionnaire which was disseminated online via Google Forms. The data collection tool consisted of a 46-item structured questionnaire in 4-parts investigating participant’s sociodemographic profile, knowledge, attitude and compliance towards standard precautions. Study participants consisted of students from the Bachelor of Science in Nursing (with honours) Programme in UNIMAS. Data collected were entered into a Microsoft Excel spreadsheet and was further analyzed using IBM SPSS version 26. Majority of participants in the study demonstrated very good (46.7%, n=78) and good knowledge (50.9%, n=85) levels while only a minority demonstrated fair knowledge (2.4%, n=4) with none exhibiting low knowledge levels toward standard precautions. Most nursing students (97.6%, n=163) investigated in this study showed positive attitudes toward standard precautions practices. Most study participants self-reported their compliance toward standard precaution practices as high (89.8%, n=150) with a minority reporting average (7.8%, n=13), low (0.6%, n=1) and very low (1.8%, n=3) compliance respectively. Further analyses revealed significant correlations between knowledge and attitude (r= .165, p=.033, p< .05); and attitude and compliance (r= -.505, p=.000, p< .05) with no significant correlations between knowledge and compliance (r= -.036, p=.645, p> .05). Undergraduate nursing students of UNIMAS in this study demonstrated desirably good knowledge levels and positive attitudes with a high level of compliance toward standard precautions practices. Despite the overall desirable findings, there is still room for targeted improvements in the undergraduate programme delivery specifically aimed at misconceptions regarding the use of personal protection equipment (PPE) to maintain and further enhance student’s knowledge, attitudes and compliance toward standard precautions.

‘Every Human Interaction Requires a Bit of Give and Take’: Medical Students’ Approaches to Pursuing Feedback in the Clinical Setting

Phenomenon Students, alongside teachers, play a key role in feedback. Student behavior in feedback processes may impact feedback outcomes. Student feedback behavior includes recognizing, seeking, evaluating, and utilizing feedback. Student feedback behavior is influenced by numerous student attributes and environmental factors. Approach We aimed to explore influences on medical student feedback behavior during clinical attachments. We adopted a subjective inductive qualitative approach. We conducted 7 focus groups with 46 medical students undertaking pediatric hospital-based attachments. We based our discussion framework on existing characterizations of student feedback behavior and the educational alliance model with its focus on the relationship between learners and teachers, and the active role played by both. During initial data analysis, we identified that our results exhibited aspects of Bandura’s model of Triadic Reciprocal Causation within Social Cognitive Theory. In line with our subjective inductive approach, we adopted Triadic Reciprocal Causation at this point for further analysis and interpretation. This allowed us to conceptualize the emerging interactions between influences on feedback behavior. Findings We identified three key determinants of student feedback behavior: Environmental influences, Student attributes and Relationships between teachers and students. Environmental influences encompassed factors external to the student, including Teacher attributes and behaviors and The clinical learning context. Through the lens of Triadic Reciprocal Causation, the interrelationships between the determinants of feedback behavior gave rise to five key themes: Interactions between student feedback behavior and environmental influences of the clinical learning context, Interactions between student feedback behavior and environmental influences of teacher attributes and behaviors, Interactions between student attributes and student feedback behavior, Interactions between student attributes and environmental influences of teacher attributes and behaviors, and Relationships and the determinants of student feedback behavior. Insights: We apply the Triadic Reciprocal Causation model of Social Cognitive Theory to understand the influences on student feedback behavior and the interactions between them. We extend the model by situating relationships between students and teachers as a central factor. Future interventions to facilitate students’ role in feedback will need to address student attributes, environmental factors, and student-teacher relationships, appreciating the codependent nature of these influences.

LEARN: A multi-centre, cross-sectional evaluation of Urology teaching in UK medical schools.

To evaluate the status of UK undergraduate urology teaching against the British Association of Urological Surgeons (BAUS) Undergraduate Syllabus for Urology. Secondary objectives included evaluating the type and quantity of teaching provided, the reported performance rate of General Medical Council (GMC)-mandated urological procedures, and the proportion of undergraduates considering urology as a career. LEARN was a national multicentre cross-sectional study. Year 2 to Year 5 medical students and FY1 doctors were invited to complete a survey between 3rd October and 20th December 2020, retrospectively assessing the urology teaching received to date. Results are reported according to the Checklist for Reporting Results of Internet E-Surveys (CHERRIES). 7,063/8,346 (84.6%) responses from all 39 UK medical schools were included; 1,127/7,063 (16.0%) were from Foundation Year (FY) 1 doctors, who reported that the most frequently taught topics in undergraduate training were on urinary tract infection (96.5%), acute kidney injury (95.9%) and haematuria (94.4%). The most infrequently taught topics were male urinary incontinence (59.4%), male infertility (52.4%) and erectile dysfunction (43.8%). Male and female catheterisation on patients as undergraduates was performed by 92.1% and 73.0% of FY1 doctors respectively, and 16.9% had considered a career in urology. Theory based teaching was mainly prevalent in the early years of medical school, with clinical skills teaching, and clinical placements in the later years of medical school. 20.1% of FY1 doctors reported no undergraduate clinical attachment in urology. LEARN is the largest ever evaluation of undergraduate urology teaching. In the UK, teaching seemed satisfactory as evaluated by the BAUS undergraduate syllabus. However, many students report having no clinical attachments in Urology and some newly qualified doctors report never having inserted a catheter, which is a GMC mandated requirement. We recommend a greater emphasis on undergraduate clinical exposure to urology and stricter adherence to GMC mandated procedures.

Equipping medical students for ward round learning.

BackgroundWhile ward rounds offer a rich opportunity for learning, the environment is chaotic, and medical students can struggle to maximise this potential. Few studies have focused on the best way to equip students for ward round learning. One proposed tool developed to orient students' learning on the ward round is called the Seek, Target, Inspect and reflect, Closure and clerk (STIC) model. This study examines the effect of using this model on the student experience of ward round learning.MethodsSeven medical students with clinical attachments on medical wards in two rural hospitals in New South Wales, Australia, participated in three sequential focus groups over an 8‐week period. Students were asked about learning practices on ward rounds, what factors influenced their learning and how using the STIC model impacted on their experience. Thematic analysis was applied to focus group transcripts.FindingsStudents valued learning opportunities from ward rounds but felt the learning potential was largely dependent on the team to which they were attached. Students reported the STIC model promoted greater agency and enabled them to be more self‐directed and able to negotiate the chaotic context. Students also valued the focus group discussions about their learning as an avenue to share and better understand their experiences of learning on ward rounds.ConclusionStudent experience of ward rounds can be influenced via (1) structured learning tools (STIC model) to better orient students and (2) facilitated discussions with peers to assist in developing skills of negotiating and directing one's own learning. Both should be more explicitly integrated in medical curricula.

Increasing Medical Student Exposure to Neurosurgery: The Educational Value of Special Study Modules, Student Selected Components, and Other Undergraduate Student Projects.

ObjectivesNeurosurgery is a tertiary specialty, and exposure to medical students limited. One way to increase engagement and offer experience in neurosurgery is through Student Selected Components (SSC), Special Study Modules (SSM), or independent projects. Our aim was to assess the educational value of such projects and evaluate their effectiveness in exposing students to the field.MethodsA survey was designed and distributed to Edinburgh University medical students and alumni who completed a neurosurgical project within the last 5 years. The survey was anonymous and collected responses over a fortnight. The results were analyzed in Microsoft Excel 2020 Software.ResultsTwenty-four respondents completed the survey −42% were students and 58% junior doctors. Respondents overwhelmingly enjoyed their project (96%) and reported increased interest in neurosurgery (62%). The project helped improve their knowledge of neurosurgical procedures, pathologies, and/or clinical presentations and allowed connections with the local department. On a Likert scale, 37% felt they gained a good insight into the field. Only 33% felt the project was a good “taster” for the specialty. This is reasonable given that 92% of projects focused on data analysis, and none were designed as clinical attachments. A large number of students had their work published (50%) and presented at conferences (55%).ConclusionLack of exposure to neurosurgery at medical school is a known limitation within a busy curriculum. Selected Components/Special Study Modules/independent projects help students learn about certain aspects of neurosurgery and raise their level of interest. A majority of participants either achieved presentation at conferences or published their work. However, our results suggest neurosurgical projects complement but do not replace traditional clinical attachments in providing insight into the craft of this specialty.

COVID-19 vaccine hesitancy among medical and health science students attending Wolkite University in Ethiopia.

BackgroundMedical and health science students are among the frontline health care workers who are at high risk of acquiring COVID-19 infection during their clinical attachments and future career. As health care providers, they are expected to promote and administer the COVID-19 vaccine and counsel vaccine-hesitant patients. It is, therefore, imperative to assess COVID-19 vaccine hesitancy among medical and health science students. Thus, this study aimed to assess COVID-19 vaccine hesitancy and its associated factors among medical and health science students of Wolkite University.MethodAn institutional-based cross-sectional study design was conducted among 420 medical and health science students attending Wolkite University from March 1 to 30, 2021. Simple random sampling technique was used to select study participants. Self-administered and structured questionnaires were used to collect data. Data were entered into Epi-Data version 4.2.0 and exported to SPSS version 23 software package for further analysis. Bivariable and multivariable analysis was used to identify associated factors. P values <0.05 result were considered as a statistically significant association.ResultsThe level of COVID-19 vaccine hesitancy was 41.2% (95% CI; 35.2%-50.4%). Student age ≤23 years were 1.9 times more likely vaccine hesitant [aOR = 1.94, 95% CI; 1.14–3.28], being female were 1.7 times more likely vaccine hesitant [aOR = 1.76, 95% CI; 1.14–2.72], resided in rural area were 1.6 times more likely vaccine hesitant [aOR = 1.63, 95% CI; 1.06–2.49], source of information from social media were 2.7 times more likely vaccine hesitant [aOR = 2.68, 95% CI; 1.58–4.54], and good practice to COVID-19 mitigation measures were 47% less likely vaccine hesitant [aOR = 0.53, 95% CI; 0.34–0.83] compared to their counterpart.ConclusionsCOVID-19 vaccine hesitancy is found to be high. Therefore, students are advised to receive COVID-19 vaccine information from government lead mass media (i.e. television and radio), increase awareness and adherence to COVID-19 mitigation measures is recommended.

Virtual Wards: A Rapid Adaptation to Clinical Attachments in MBChB During the COVID-19 Pandemic.

When the COVID-19 pandemic suddenly prevented medical students from attending their clinical attachments, the faculty involved in the third year of medical school (MBChB3) at the University of Glasgow created Virtual Wards. The focus of the Virtual Wards was to continue teaching of clinical reasoning remotely whilst COVID-19 restrictions were in place. Virtual Wards were mapped to the common and important presentations and conditions and provided opportunity for history-taking, clinical examination skills, requesting investigations, interpreting results, diagnosis and management. The Virtual Wards were successful, and further wards were developed the following academic year for MBChB4 students. This chapter describes the theoretical underpinnings of the Virtual Wards and the technological considerations, followed by a description of the Wards themselves. We then analyse an evaluation of the Virtual Wards and provide both a faculty and student perspective. Throughout the chapter, we provide tips for educators developing Virtual Ward environments.

A Qualitative Exploration of Existing Reflective Practices Used by Undergraduate Dental Students in Paediatric Dentistry.

Background: Reflection is increasingly significant for dental students and professionals and is a continuing requirement of dental regulatory bodies. There is a paucity of evidence regarding how best to facilitate deep reflection for dental students. This study explored whether the use of clinical logbooks in undergraduate clinical attachments in Paediatric Dentistry was facilitating deep reflection. Methods: This qualitative study used individual interviews for data collection. This was conducted at the University of Sheffield with third year undergraduate dental students and clinical teaching staff. Interviews were immediately transcribed verbatim. A reflexive approach to thematic analysis was used to co-constitute the data, enabling the development of the thematic framework. Results: The sample compromised 10 students and 4 educators. Thematic analysis generated 4 key themes: understanding of reflection, preparation for reflection, importance of learning through experience, and suggestions for development. The findings indicated that students perceived that they were not being supported in engaging in deep reflection by the use of a clinical logbook and that greater preparation for reflection would be beneficial. Conclusions: The current study revealed that using clinical logbooks during clinical attachments in Paediatric Dentistry was not facilitating deep reflection. Further research is required to explore how deep reflection can be facilitated for undergraduate dental students undertaking clinical learning.

Creating a COVID-19 bio-secure environment: experience from a medical faculty in Sri Lanka

The COVID-19 pandemic has presented educational institutions and educationists with unprecedented challenges with regard to the delivery of high-quality education. The challenges have been greater for the medical education institutions as the students engaging in clinical attachments work in a high-risk environment for COVID-19 transmission and place themselves and their associates at personal risk. The paper outlines the robust and pragmatic framework adopted by the Faculty of Medicine, University of Ruhuna to meet its twin goals of continuing to provide high-quality medical education whilst ensuring health and wellbeing of students. Measures were adopted to minimize exposure outside the educational environs as well as within the hospital and halls of residence. Guidelines were adopted, discussed and disseminated. Suitable personal protective equipment was defined and all students’ inward settings requested to wear them. Unanticipated COVID-19 exposures took place on two occasions and the faculty risk assessment committee quarantined a few students with high-risk exposure within the halls of residence. The ‘protected exposure’ to minimize the risk of COVID-19 provided by the personal protective equipment they wore, prevented many students from being quarantined. All who were quarantined were COVID-RT-qPCR negative on day 14 of exposure. A community-acquired COVID-19 outbreak with 7 students testing positive for COVID-19 in the halls of residence required the Faculty of Medicine to institute the first civilian administered quarantine facility in Sri Lanka quarantining 200 students as first-line contacts and isolating a further 264 as second-line contacts. The administration of the quarantine facility was an unprecedented logistical challenge to the university administration and the academic staff. Meticulous attention to detail and commitment helped the faculty quarantine centre to meet up with all challenges and the 464 students all tested negative on the exit RT-qPCR. This was a zero cross-transmission rate for the infection and was a remarkable achievement for a quarantine facility. Leadership principles specifically aimed at managing crisis situations such as transparent communication, the urgency of action, commitment to core values and empowering all stakeholders formed the crux of the successful measures adopted. It is hoped that the wider lessons emanating from the experiences outlined in this paper will be of value to academic colleagues from similar medical educational settings to create bio-secure, COVID-19 protective environments in their respective institutions.

A task-based learning strategy in preclinical medical education.

Preclinical task-based learning (TskBL) is a simulated learning approach in which the focus for students is a real task done by a medical professional. TskBL includes standardized patient encounters and is helpful to provide early clinical exposure. Our study aimed at planning, implementing, and assessing TskBL among first-year medical students and comparing it to the conventional method of tutorials in the physiology MBBS curriculum. This is a nonequivalent group quasi-experimental study approved by the institutional ethics committee. TskBL was conducted for seven topics among first-year medical students of Kasturba Medical College, Mangalore for three academic years. Participants were divided into a TskBL group and a control group. Both groups attended the theory classes in physiology, practical sessions, and clinical examinations concerning the tasks. After this, the TskBL group underwent TskBL, and the control group underwent tutorials. Pretest and posttest assessments were conducted by using a multiple choice question (MCQ) test and objective structured clinical examinations (OSCEs).The mean TskBL scores for MCQ (exception: hypertension, myasthenia gravis, and chronic obstructive pulmonary disease) and OSCE (exception: anemia and hypertension) were significantly higher than the tutorial group. Pretest and posttest scores revealed significantly higher MCQ and OSCE scores for TskBL (exception: MCQ score for hypertension and chronic obstructive pulmonary disease). The tutorial group did not show a significant improvement in test scores for all the tasks. The TskBL strategy could be used for topics that are likely to be encountered by the students during clinical attachments. Small group teaching can include TskBL in preference to tutorials to provide early clinical exposure in medical schools.

Hepatitis B vaccination status and associated factors among students of medicine and health sciences in Wolkite University, Southwest Ethiopia: A cross-sectional study.

BackgroundHepatitis B virus (HBV) infection is a significant global public health problem. Health care providers and medical students in developing countries including Ethiopia are at an increased risk of contracting HBV due to the high burden of this infection. The most effective way of prevention against HBV infection is vaccination of health care providers. However, there is a paucity of data on the HBV vaccination coverage among students of health science in Ethiopia. Therefore, this study aimed to determine HBV vaccination coverage and associated factors, level of knowledge, attitudes, and practices (KAP) towards HBV among students of medicine and health science at Wolkite University.Materials and methodsA cross-sectional study was conducted at Wolkite University among 417 study participants from November to December 2020. The study participants were recruited by using a simple random sampling technique. Data were collected using a self-administered structured questionnaire and analyzed using SPSS version 21. A binary logistic regression model was used to determine the factors associated with full-dose vaccination status. Statistical significance was set at P-value <0.05.ResultsOut of the 417 study participants, 5.8% (95%CI: 3.8–7.9) received a full-dose of the HBV vaccine in this study. Unavailability and high cost of the vaccine were frequently mentioned reasons for not being vaccinated against HBV. About 73.6%, 36.2%, and 47% of participants had good knowledge, positive attitudes, and good practices towards HBV, respectively. Being male gender (AOR: 8.8; 95%CI: 2.9–27), rural residence (AOR: 3.6; 95%CI:1.2–10.6), positive attitude (AOR: 0.44; 95%CI: 0.1–1.1), good practice (AOR: 0.17; 95%CI: 0.05–0.5), medicine department (AOR: 5.9; 95%CI: 1.2–29), being second-year student (AOR: 11.7; 95%CI: 2.7–50.9), third-year student (AOR: 19; 95%CI: 4.25–45), and fourth-year student (AOR: 27; 95%CI: 5.8–56) were significantly associated factors with full-dose vaccination status.ConclusionOur study revealed that only small proportions (5.8%) of study participants received full-dose HBV vaccination. Vaccinations of students before starting clinical attachments, provisions of training for students on infection prevention mechanism and universal precautions particularly on HBV, increasing the uptake of the HBV vaccine, creating awareness on attitude and practice of students towards HBV to enhance uptake of the vaccine are recommended.

Impact of COVID-19 on academic activities of final year nursing students: a Zambian reflection

Background: The novel coronavirus disease 2019 (COVID-19) has had many impacts on the education sector. The pandemic has had negative impacts on the academic activities of nursing students globally. Therefore, we assessed the impact of the COVID-19 on final year nursing students’ academic activities in Lusaka and Mufulira districts of Zambia.Methods: This was a cross-sectional study that employed quantitative methods using a structured questionnaire among 196 final year nursing students from 1August 2020 to 30 September 2020. Data were analysed using the statistical package for social sciences (SPSS) version 21.Results: A female predominance (67.9%) and a response rate of 86% were obtained. Many students strongly agreed (32.7%) and agreed (20.4%) that they did not complete their course work resulting in some concepts being poorly taught, 86.1% strongly agreed that they had delayed final examinations, and 51.5% strongly agreed that they did not do their clinical attachments. Students strongly disagreed (40.3%) that the e-library and wireless facilities in their school were well-stocked. Hence, this resulted in some students (40.3%) missing class lessons and assessments.Conclusions:The COVID-19 epidemic has negatively affected the academic activities of nursing students in Zambia. Ministries responsible for education must put in place measures that will mitigate the impact of COVID-19 on the education sector. Schools must adapt to the changes in the way of conducting learning and assessment sessions. Finally, schools must improve on their e-library and wireless facilities to effectively support online learning.

Placement Overlap with Other Students; Effects on Medical Student Learning Experience

Phenomenon In the United Kingdom (UK) the government has increased the number of places at university to study medicine in England to meet workforce demands. In parallel, there have been growing student numbers in other healthcare professions and new professions whose roles overlap with doctors, such as advanced nurse practitioners and physician associates, have been introduced. These increasing numbers of medical students and other healthcare professions training in the same clinical setting have led to questions about the effect on the student experience. We aimed to investigate the impact of student-student encounters on the learning experience during clinical placements before student numbers increase further. Approach In this investigation medical student perceptions were collected retrospectively at Norwich Medical School, University of East Anglia in the UK, during the 2018/19 academic year following two clinical placements in secondary care settings. Through mandatory online course evaluations, all medical students were asked if their learning had been positively or negatively affected by other students, and how frequently they had certain student-student experiences. Findings Responses from 786 (of 844) medical students (93% response rate) demonstrated that most students felt their learning had been affected in some way by the presence of others while on their secondary care placements. Students experienced both positive and negative impacts of encounters with other students. Final year students tended to report more negative experiences, with first year students reporting more positive. while some students had experienced competition for learning opportunities and lower quality interactions with patients and doctors due to “overcrowding,” more students reported benefits from learning from and with other students. However, it also was found that any negative encounters with other students, even if accompanied by positive experiences, detrimentally affected student satisfaction with the placement. Insights This investigation indicates that student-student interactions influence the clinical learning experience of medical students both positively and negatively. Given the overriding influence of negative encounters, the findings suggest a need to maximize the beneficial effects of encountering other students on clinical placements; while protecting against missed or poor-quality learning opportunities due to competition between students, particularly for more senior students. Medical educators need to consider where their clinical attachments are at risk from multiple students being present at the same time and work to alleviate the negative impacts of such student-student encounters, while actively encouraging peer learning experiences between the medical students and collaborative activities between students of different healthcare professions. This is likely to become increasingly important as student numbers in medicine and other healthcare professions continue to grow.

Peter Stanley Harper

Peter Stanley Harper grew up in Barnstaple and developed a keen and lasting love of nature from time spent in the surrounding countryside, but followed his father, Richard, a GP,...

Levels of stress in medical students due to COVID-19

For medical schools, the COVID-19 pandemic necessitated examination and curricular restructuring as well as significant changes to clinical attachments. With the available evidence suggesting that medical students’ mental health status...

Continuing medical education during pandemic waves of COVID-19: Consensus from medical faculties in Asia, Australia and Europe.

This article was migrated. The article was marked as recommended. Medical faculties have the responsibility to train tomorrow's doctors and in a crisis face the challenge of delivering students into the workforce promptly and safely. Worldwide, medical faculties have faced unprecedented disruptions from viral outbreaks and pandemics including SARS, Ebola, H1N1 and COVID-19 which bring unique challenges. Currently there is worldwide disruption to medical faculties and medical education due to COVID-19. Despite close links with clinical medicine and the known risks of pandemics, many medical faculties have been caught off guard without pandemic planning in place, to deal with an exponential rise in infections and deaths, overwhelmed health services and widespread community risk of transmission. Assessing transmission risk of COVID-19 in teaching, clinical and community attachments and continuing medical education is paramount as medical faculties face subsequent pandemics waves. Consensus statements based on best available evidence and international expertise from medical faculties in Asia, Australia and Europe were developed to help guide the protection of staff and students, priorities on teaching activities and further educational development. Infection prevention, infection control, contact tracing and medical surveillance are detailed to minimise transmission and to enhance safety. Recommendations on teaching activities planning can enhance responsiveness of medical faculties to tackle subsequent waves of COVID-19 infection. A global approach and dialogue are encouraged.

Twelve tips for promoting consistent, good quality medical education across diverse clinical settings through faculty development approaches

When students attend clinical attachments in diverse locations, a key challenge is in ensuring consistently good teaching over all areas. To meet this challenge, a faculty development intervention called TiMEtoTeach was created with the aim of reaching all involved in teaching medical students. The programme takes a holistic view of workplace (professional clinical attachments) learning with the recognition of all who are part of the student learning journey, including staff in clinical environments, charitable organisations, fellow students and the patients and carers. Empowering and upskilling this diverse group, we create a Universal Faculty. We engage this group with a comprehensive and accessible faculty development programme, enabling a consistent, authentic, and realistic learning experience for students. This supports graduate preparedness for their roles as junior doctors. The twelve tips described in this article relate to simple, achievable processes that faculty developers within medical education can apply to help improve consistency and quality in clinical workplace experience for students, recognising the challenges of engaging the large and diverse group of people who support education within the clinical arena.

Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review

BackgroundIn December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching.ObjectiveThe objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature.MethodsA brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching.ResultsThe strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education.ConclusionsIn the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms.

Medical Student Schwartz Rounds: A Powerful Medium for Medical Student Reflective Practice.

PurposeReflection is a core component of good medical practice and of growing importance given increasing rates of burnout in the field of medicine. Schwartz Rounds (SRs) are a group-based model of reflective practice. This study explored the utility of student-specific Schwartz Rounds as a medium for reflective practice amongst medical students entering their first year of clinical attachments, and how effective these are compared to standard organisation-wide Schwartz Rounds.MethodsThree Medical Student Schwartz Rounds (MSSRs) were piloted over the course of a year at a major teaching hospital, focussed on the theme: “Is this what I signed up for?” Participants were asked to complete a questionnaire following the session, and this data was then analysed.ResultsFeedback was obtained from 93% (42/45) students who attended. Ninety per cent of students rated the sessions as “excellent or exceptional”, 93% felt the MSSRs added to their “insight and self-awareness”, and 90% plan to attend SRs again in the future. A thematic analysis of the qualitative feedback highlighted three broad themes from the pilot; group reflection is more profound than individual reflection, sharing experiences facilitated a greater sense of belonging, and group reflective practice can be intimidating. There was a statistically significant difference between students’ ratings of MSSRs, rated 8.67/10, versus written reflection, rated 4.64/10 (p<0.01).ConclusionStudents were overwhelmingly positive about their experiences in this pilot, with response ratings commensurate with those from organisation-wide Schwartz Rounds. Therefore, MSSRs should be considered as a valid alternative form of reflective practice.

Healthcare support worker assistantships should form a mandatory part of medical school curricula: A perspective from UK medical students

This personal view, regarding the value of healthcare support worker (HCSW) assistantships, is based on our experiences as medical students entering our final year, having both worked as HCSW’s during the COVID-19 pandemic, and from SC’s experience as a HCSW before and throughout medical school. HCSW’s provide a large proportion of the basic care patients receive on the wards, in clinics and primary care. The proximity to patients attracts individuals with excellent communication skills and bedside manner, and means they are well-positioned to assist in the management of both the general wellbeing of patients and equally, to recognise the signs of a deteriorating patient making them a versatile and invaluable member of the multidisciplinary team (MDT). This piece aims to highlight the value of our time spent working as a HCSWs, thus promoting the formation of a mandatory assistantship for medical students, like that seen in Germany. Through this, essential communication skills, empathy, ‘ward smarts’ and an appreciation for the wider MDT can be gained in a way that typical clinical attachments and classroom teaching do not replicate.