Survey Of Medical Students Research Articles

Evaluation of the Virtual Interviews for Resident Recruitment Due to COVID-19 Travel Restrictions: A Nationwide Survey of US Senior Medical Students

Due to COVID-19, residency programs could not conduct in-person interviews during the 2020-2021 match and were forced to implement a virtual format. We conducted a nationwide survey of US senior medical students to evaluate their perception of the virtual interview process and to solicit their recommendations for future virtual interview best practices. This study was administered to US fourth-year medical students currently participating in the residency match using Survey Monkey during March 2021. Students were contacted through their respective student affairs deans. Surveys solicited demographic information, 26 4-point Likert-scale questions, and four free-response questions. A total of 357 surveys were completed. Most respondents stated that they could confidently represent themselves to the program (71.7%) using a virtual platform. However, only 11.6% stated that they could confidently assess a program's facility using a virtual platform. Although most respondents (58.26%) found that virtual meet and greets helped them better assess their fit for the program, less than half (46%) confidently believed they could assess their fit into the program after the conclusion of the virtual interview. Regarding potential disparities introduced by virtual interviews, 40.6% believed that the virtual interviews introduce greater inequalities into the match process. Two-thirds of respondents (239, 66.95%), believed that there should be a limit on the number of interview offers an applicant can accept, with the maximum number of interviews per specialty capped at 25.7 (10-150). Finally, just over two-thirds (69.47%), claimed they could confidently prepare their rank-order list at the conclusion of the interview. Most respondents found virtual interviews financially beneficial, however difficulty in assessing fit was a challenge. Best practice recommendations from the respondents include shorter interviews, more engaging resident-led social hours without faculty present, and preinterview packages to include video representations of the program facilities.

Assessing Life Surveys of Medical Students and Need-Based Student Services

The purpose of this study was to analyze the results of a study on the psychological state, lifestyle, self-management ability, and academic adaptation of medical students, and to present examples of improvement of a student support center based on the results. A medical school in Daegu has been surveying the living conditions of students every year for 6 years since 2016. More than 60% of medical students experienced depression and more than 70% experienced stress, but these rates have significantly improved over the past 5 years. There were many cases of drinking or smoking to relieve stress, but the frequency of drinking recently decreased substantially. Some students had difficulties in emotional regulation (11.5%) and time management (16.6%), and challenges in planning and self-management increased significantly during the coronavirus disease 2019 (COVID-19) pandemic. The satisfaction and adaptability of medical students are high, but the number of students who are not satisfied with but negative response rate is 2%-3% in every year. However, satisfaction has significantly increased in tandem with curriculum changes and COVID-19. Based on these data, the counseling system was reorganized to support psychological stability, the medical humanities curriculum was improved, and changes in actual quality of life were induced by developing and operating non-curricular programs. Furthermore, standardized questionnaires will be developed and data from many medical schools will be shared, which is expected to support medical students more effectively.

Impact of Online-Only Instruction on Preclinical Medical Education in the Setting of COVID-19: Comparative Analysis of Online-Only Vs. Hybrid Instructions on Academic Performance and Mental Wellbeing.

IntroductionWith the onset of the COVID-19 pandemic, many medical schools were forced to adopt a virtual learning environment. The purpose of this study is to investigate the impact of online-only instruction compared to online and in-person (hybrid) instruction on educational performance, wellbeing, and course satisfaction.MethodsWe performed a descriptive cross-sectional survey of second-year medical students following a transition to online-only and hybrid instruction. Of the 198 total students, we collected 61 responses (42.6% [N = 26] male, 55.7% [N = 34] female, 1.6% [N = 1] preferred not to specify). 49.2% of the participants were in the online-only group. 50.8% of the participants were in the hybrid group.ResultsThere was a significantly lower mean final grade in the online-only group compared to the hybrid group (p = 0.04293). In contrast, there was no significant difference in measures of wellbeing (p = 0.6858) or course satisfaction (p = 0.9332).ConclusionOur study suggests that hybrid instructional delivery may be more effective than online-only instructional delivery for academic performance. However, there was no significant difference in mental wellbeing between either form of teaching. Students report that mental wellbeing was considerably impacted by factors related to the home environment as well as by unique concerns associated with the COVID-19 pandemic. While the online-only model may have been the safest—and only—option for many medical schools during the COVID-19 pandemic, we advise caution in transitioning to a complete online format without carefully designing the online curriculum to account for the negative impact it may have on student education.Supplementary InformationThe online version contains supplementary material available at 10.1007/s40670-022-01650-6.

Medical students’ learning approaches and examination outcomes: longitudinal and cross-sectional studies in a problem-based system

Entwistle learning approaches are an evidence-based lens for analysing and improving student learning. Quantifying potential effects on attainment and in specific medical curriculum types merits further attention. This study aimed to explore medical students’ learning approaches in an integrated, problem-based curriculum, namely their validity, reliability, distribution, and how they change with student progression; their association with satisfaction; their association with cumulative attainment (examinations). Within the pragmatism paradigm, two series of mixed-methods questionnaires were analysed multi-cross-sectionally and longitudinally. Of seven surveys of Liverpool medical students (n ~ 115 to 201 responders, postal) and one of prospective medical students (n ~ 968 responders, on-campus), six included Entwistle 18-item Short RASI—Revised Approaches to Studying Inventory and six included ‘satisfaction’ items. Comparing four entry-cohorts, three academic years (9-year period), four levels (year-groups), and follow-ups allowed: cross-tabulation or correlation of learning approaches with demography, satisfaction, and attainment; principal components analysis of learning approaches; and multiple regression on attainment. Relatively high deep and strategic approach and relatively low surface approach prevailed, with strategic approach predominating overall, and deep and strategic approach waning and surface approach increasing from pre-admission to mid-Year 5. In multivariable analysis, deep approach remained associated with sustained (cumulative) high attainment and surface approach was inversely associated with passing Year 1 examinations first time (adjusted odds ratio = 0.89, p = 0.008), while higher ‘satisfaction’ was associated with higher strategic and lower surface approach but not with attainment. This study illuminates difficulties in maintaining cohesive active learning systems while promoting deep approach, attainment, and satisfaction and dissuading surface approach.

Artemisinin-based combination therapy amongst medical students in the University of Benin, South-South Nigeria: A cross-sectional study

Since 2005, the recommended first-line therapy for uncomplicated malaria in Nigeria has been Artemisinin-based Combination Therapy (ACT). Previous research indicates that these therapies are widely accepted by health care providers and other end users. Nonetheless, few studies have examined the preferences of clinical students who will be future prescribers of these medications. This was a descriptive cross-sectional survey of medical students undergoing clinical placements at the University of Benin Teaching Hospital in Benin City, Edo State, South-South Nigeria, to assess ACT preferences, tolerability, and cost considerations. Consenting clinical medical students who were recruited sequentially were given a semi-structured questionnaire. The questionnaire collected information about the students’ demographics, previous episodes of malaria symptoms, diagnosis, and treatment. Their preferred antimalarial, tolerability to ACTs, and ACT cost. The information was presented descriptively. There were 475 registered clinical students, but only 416 agreed to participate in the survey, yielding an 87.6% response rate. The students’ mean (standard deviation) age was 24.3 (3.8) years, with a male preponderance of 250 (60.1%). The majority, 154 (37.0%), were in the 600 level, while the 500 and 400 levels were 130 (31.3%) and 132 (31.7%), respectively. The majority of students, 272 (65.5%), treated malaria presumptively, and the majority of students, 344 (82.7%), had treated one to five episodes of malaria in the previous 12 months. The ACTs were known to nearly all of the final year clinical students (97.4%). The majority, 289 (69.5%), had no adverse drug reactions with the ACTs. Among those who experienced adverse drug reactions, 23 (39.7%) discontinued their medication, while 2 (3.4%) required hospitalization. The mean cost of the ACT was ₦1263.4 (SD ± 529.6) (₦=Naira) (3.0 USD), with a range of ₦ 300- ₦3000 (0.72- 7.2 USD). This study demonstrates a high level of acceptance for ACTs, particularly artemether-lumefantrine. However, the adverse effects of ACTs, particularly other recommended ACTs, must be evaluated on a regular basis because they may have an impact on their continued use.

Student and clinician perceptions of medical student mistreatment: a cross-sectional vignette survey

ObjectivesThe mistreatment of medical students remains pervasive in medical education. Understanding the extent to which clinicians and students recognise mistreatment can assist in creating targeted interventions that reduce mistreatment. The...

Fertility Awareness and Attitudes Among Women Embarking on a Career in Medicine

Background: Previous international studies suggest professional women are more likely to delay childbearing whilst pursuing career goals. Due to prolonged education and training pathways, female medical students may be particularly at risk of fertility difficulties from delayed childbearing. Aim: To explore, among female medical students, the understanding of age-related fertility decline, attitudes toward prophylactic fertility interventions, and beliefs about potential effects of childbearing on training and career opportunities. Method: Cross-sectional online survey of female medical students at The University of Queensland, Brisbane, Australia. Results: The average response rate was 81% (n=113). 95% of respondents were aged 18 to 29, and most (98%) did not have children. 72% intend to have children; 24% within five years, and over 60% intending to delay for 10-15 years. 62% of respondents intend to undertake specialty training, 29% planning to delay childbearing until after training. Of these, 50% perceive that having children sooner would negatively impact career prospects or compromise financial security. Half of respondents reported their fertility knowledge as sound or high. Age of significant fertility decline was well understood, although 90% overestimated the chance of spontaneous pregnancy at age 30. 88% respondents recognise oocyte cryopreservation in their 20’s as a fertility preservation option, though only 28% would consider this in next 10 years with 21% not considering it at all. Respondents strongly believe they should be informed of age-related fertility decline (100%) and of fertility preservation options (98%). 79% believe medical students should seek individualised assessment. Conclusion: Future fertility is important to these at-risk women, who intend to undertake a prolonged education and training pathway. Despite reasonable understanding of age-related fertility decline, most intend to delay childbearing, perceiving financial and career disadvantages of earlier childbearing. Information about age-related fertility decline and fertility preservation strategies is strongly desired by this group.

Burnout prevalence and degree among undergraduate medical students in Indonesia during 1 month of the COVID-19 pandemic: A cross-sectional descriptive survey.

Medical students are under high pressure to perform academically and also face the impact of the COVID-19 pandemic, putting them at risk of developing burnout. This study aims to evaluate the prevalence and degree of burnout among medical students in Indonesia during 1 month of the COVID-19 pandemic. From April to May 2021, we conducted an online survey of Indonesian medical students to assess burnout (using Maslach Burnout Inventory-Student Survey, MBI-SS). A total of 1,947 students from 27 universities participated in the study. About 35.5% had burnout, 41.7% with a moderate to high level of emotional exhaustion, 45% had moderate to high level of depersonalization and 66.7% had a low level of personal accomplishment. A total of 35.5% of medical students in our sample experienced burnout. We suggest further research to explore and identify factors related to these findings and the need for potential interventions at global and national level to enhance the well-being of medical students.

The impact of covid-19: Anxiety, depression, and wellbeing among medical students.

Medical students have been considered as a vulnerable group at higher risk of mental health issues during the COVID-19 outbreak. We set out to detect symptoms of depression and anxiety in medical students in St. Petersburg (Russia) during the first wave of COVID-19 outbreak and explore the associations between psychosocial factors related to the pandemic and students' psychological well-being. An anonymous online survey of medical students was conducted in May-June 2020. The Hospital Anxiety and Depression Scale (HADS) was used for screening anxiety and depression symptoms. The final sample consisted of 144 students (78.5% females). About 69.4% of respondents reported that COVID-19 pandemic and social restrictions were a new source of stress in their lives. More than one-third (38.9%) of respondents reported a need for psychological (emotional) support due to a change in their daily life during the COVID-19 pandemic, with the vast majority (83.9%) of these respondents indicated an increased need for support in this specific period. Symptoms of anxiety were reported by 55.8% of females (HADS score: 9.05 ± 4.69) and 48.4% of males (8.09 ± 5.0), and symptoms of depression were found in 38.9% of females (6.40 ± 3.57) and 41.9% of males (6.16 ± 3.21). These findings indicate that it is necessary to develop additional measures for the prevention and early diagnosis of mental disorders along with right levels of support for wellbeing and mental health of medical students in this ongoing pandemic.

Using Onomastics to Inform Diversity Initiatives

In multiracial societies, the diversity of names in the workforce may reflect racial inclusivity. There is scant data on racial representation among Canadian physicians, prompting our analysis of naming diversity. We profiled the race and gender demographics of the names of physicians in Canadian academic radiology departments. Further, we devised a structured classification methodology using a commercial artificial intelligence and naming database to classify 1,727 names according to national origin and gender. The names were retrieved from faculty websites. A Z-test of proportions was used to compare radiologists’ name demographics to demographics from the 2016 Canadian census. In close agreement with much of the literature on gender demographics, 31.99% of names were classified as female. Names that were classified as belonging to Indigenous, Black, Latin American, and Filipino name-bearers were underrepresented. Names classified as belonging to the following groups were overrepresented: South Asian, Chinese, Arab, Southeast Asian, West Asian, and Korean. Names associated with White subjects in the corpus were proportionally represented for full names and overrepresented for given names. Faculty with full names classified as Southeast Asian, Korean, and Chinese often had given names that fell into the White category. The structured methodology showed high inter-rater reliability for race classifications. The racial disparities we observed mirrored those found in surveys of medical students, suggesting that the bottleneck occurs at the level of medical school admissions. Thus, onomastics can provide valuable data to diversity initiatives.

A Targeted Interest Survey of Preclinical Medical Students for Implementation of Exposure Opportunities in Multidisciplinary Oncology Education

<h3>Background</h3> With the growing prevalence of cancer, fostering multidisciplinary interest in oncology is an important priority in medical education. However, medical student interest in radiation oncology has declined in recent years (1) in part due to a lack of exposure. Efforts have been made to increase formal radiation oncology lectures within didactics. Additionally, preclinical extracurricular activities can provide unique opportunities for meaningful exposure to oncology, including radiation oncology. This study aims to assess current interest for oncology-related activities in preclinical medical students to facilitate innovative integration of radiation oncology-related curricula. <h3>Methods</h3> An anonymous web-based survey was created and distributed to the first-year class at a single academic institution. The survey included questions exploring interest in oncology-related talks, mentorship, shadowing at tumor board discussions, and participation in a longitudinal cancer patient advocacy program. <h3>Results</h3> The survey was distributed to 169 students, with a response rate of 33.1% (n = 56). Among responders, the highest interest activities were lectures (100%, n=56), tumor boards (89.2%, n=50), mentorship (60.7%, n=34), and volunteering (57.1%, n=32). For lectures, students were most interested in surgical oncology (42.9%, n=24), followed by medical oncology (41.1%, n=23) and radiation oncology (32.1%, n=18). Among topic-based talks, 69.6% (n=27) were interested in "how to break bad news", 62.5% (n=35) in cancer disparities, and 48.2% (n=27) in multidisciplinary panels. Respondents reported interest in tumor board discussions, with lung cancer receiving the most interest (53.7%, n=29), followed by breast (48.1%, n=26) and head and neck (40.7%, n=22). In addition, 57.1% (n=32) were interested in volunteering for a longitudinal patient advocacy program. Lastly, there was interest in oncology-specialty mentorship from residents/fellows (Medical=21.2%, n=11, Surgical=10.6%, n=7, Radiation=4.3%, n=2, and any specialty=26.9%, n=11). A significant proportion of surveyed first-year medical students at a single institution are interested in oncology-related talks, tumor boards, mentorship, and volunteering. However, there was disproportionately lower student interest in radiation oncology specific topics and mentorship. <h3>Discussion</h3> These results support invested development of robust, sustainable, extracurricular oncology programs during preclinical years. This helps guide areas to focus our efforts to cultivate and solidify interest in oncology with unique opportunities to integrate radiation oncology curricula. Similar interest surveys can be distributed at other institutions to assess what opportunities would garner interest and delineate activities that would present a meaningful perspective on radiation oncology and oncology as a whole.

Degenerative cervical myelopathy education in UK medical schools: a national cross-sectional survey of medical students

Introduction Degenerative cervical myelopathy (DCM) is a common and progressive neurological condition caused by injury of the cervical spinal cord by degenerative spinal pathology. Delayed diagnosis leading to avoidable and irreversible disability is a major current problem limiting patient outcomes. Lack of sufficient representation of DCM in undergraduate and postgraduate medical curricula may contribute to poor recognition of DCM by non-specialist doctors. The objective of this study was to assess the DCM teaching provision in UK medical schools and the DCM knowledge of UK medical students. Methods UK medical students completed a web-based survey distributed nationally through university social media pages, university email bulletins and the national student network of Myelopathy.org. The survey comprised a 19-item questionnaire capturing data on student demographics, myelopathy teaching and myelopathy knowledge. Advertisements were repeated monthly over a 12-month recruitment period and participation was incentivised by entry into an Amazon voucher prize draw. Ethical approval for the study was granted by the Psychology Research Ethics Committee, University of Cambridge (PRE.2018.099). Results A total of 751 medical students from 32 British medical schools completed the survey. Medical students from all year groups participated. Most students (520; 72%) had not received any medical school teaching about DCM. When students had received DCM teaching, the duration of teaching was minimal (75% < 1 h). A total of 350 students (47%) reported conducting private study on DCM. Modal student self-rating of their own knowledge of DCM was ‘terrible’ (356; 47%). There was no correlation between a student’s subjective rating of their knowledge and their answers to objective questions. A total of 723 (96%) of students expressed interest in learning more about DCM, with lectures the preferred format. Conclusions DCM appears to be a neglected condition in medical education which has implications for clinical practice. However, student enthusiasm to undertake private study suggests future teaching interventions will be well-received. Future work is necessary to characterise the format of DCM teaching that is most effective and to subsequently measure how educational interventions translate into clinical benefits.

Assessing medical students’ perception and educational experience during COVID-19 pandemic

IntroductionThe COVID-19 pandemic has significantly impacted the traditional delivery of medical education. Medical education programmes have had to cope with limitations on face-to-face learning, and accelerate the adoption of digital learning. In addition, the pandemic has potential serious implications on the psychological well-being of medical students. We aim to assess the changes in perceptions and experiences of medical students as a consequence of this pandemic.MethodsCross-sectional survey of medical students at Trinity College Dublin (TCD) between March and April 2022 was performed. The survey explored student satisfaction with the current education program, teaching delivery and the impact of COVID-19 on education and student well-being.Results175 medical students participated in the survey. Overall, the majority of students were happy/neutral with their medical education. 93 (53.1%) felt tutorials and problem-based learning (PBL) to be the most effective method of teaching, followed by laboratory and clinical placements in 78 participants (44.6%) and hybrid-learning in 85 participants (48.6%). There was a mixed reaction to the changes in the delivery of education brought about by the pandemic. 67 participants (40.6%) felt happy with the changes, another 64 participants (38.8%) felt neutral, whilst only 34 participants (20.6%) were unhappy. However, most participants felt the pandemic negatively impacted their mental health, with 96 participants (55.8%) reporting negative responses. 58% of participants (n = 102/175) reported utilising the student support services at university campus and 49% (n = 50) were satisfied with their services.ConclusionDigital content and delivery confer the benefit of greater flexibility in learning, the ability to learn at one’s own pace and in a preferred environment, however lacks the advantage of bedside teaching and hands-on training. Our findings reinforce the potential advantages of online learning.

A Canadian survey of medical students and undergraduate deans on the management of patients living with obesity

BackgroundWith over 26% of Canadian adults living with obesity, undergraduate medical education (UGME) should prepare medical students to manage this chronic disease. It is currently unknown how the management of patients living with obesity is taught within UGME curricula in Canada. This study (1) examined the knowledge and self-reported competence of final-year medical students in managing patients living with obesity, and (2) explored how this topic is taught within UGME curricula in Canada.MethodsWe distributed two online surveys: one to final-year medical students, and another to UGME deans at 9 English-speaking medical schools in Canada. The medical student survey assessed students’ knowledge and self-reported competence in managing patients living with obesity. The dean’s survey assessed how management of patients living with obesity is taught within the UGME curriculum.ResultsOne hundred thirty-three (6.9%) and 180 (9.3%) out of 1936 eligible students completed the knowledge and self-reported competence parts of the survey, respectively. Mean knowledge score was 10.5 (2.1) out of 18. Students had greatest knowledge about etiology of obesity and goals of treatment, and poorest knowledge about physiology and maintenance of weight loss. Mean self-reported competence score was 2.5 (0.86) out of 4. Students felt most competent assessing diet for unhealthy behaviors and calculating body mass index. Five (56%) out of 9 deans completed the survey. A mean of 14.6 (5.0) curricular hours were spent on teaching management of patients living with obesity. Nutrition and bariatric surgery were most frequently covered topics, with education delivered most often via large-group sessions and clinical activities.ConclusionsCanadian medical students lack adequate knowledge and feel inadequately prepared to manage patients living with obesity. Changes to UGME curricula may help address this gap in education.

Learning in the Pandemic: Medical Students' Perceived Effects of COVID-19 on Their Clinical Experiences and Career Choices During the Internal Medicine Clerkship.

The COVID-19 pandemic forced changes to undergraduate medical education with its impact still not fully understood. This is the first US study to assess the pandemic's perceived impact on medical education after return to in-person clerkships. We conducted a survey of third-year medical students completing their medicine clerkship during the 2020-2021 and 2021-2022 academic years (AY). Survey questions assessed students' attitudes on perceived risk of COVID-19 infection, impact on clinical encounters, and students' specialty interests. Of 312 students enrolled, 283 (90.71%) completed the survey. Concern for COVID-19 infection was highest in the second rotation (3.98 [95% CI 3.64, 4.31]) of the 2020-2021 AY and the third rotation of the 2021-2022 AY (3.41 [95% CI 3.06, 3.76]), corresponding to the surges of COVID-19 cases and subsequent variants. Conversely, as incidence increased, students reported a greater perceived impact on histories, physicals, and time spent with patients with no differences in patient rapport or specialty interests. Although concern for infection was initially high, it decreased after the introduction of the COVID-19 vaccine despite increasing incidence nationally and then peaked again during the Omicron surge. The degree of concern did not exceed initial levels, despite unprecedentedly high disease prevalence. Higher infection rates correlated with greater perceived impact on clinical experiences. Our study underscores the importance of vaccination, highlights learners' concerns and resilience throughout the pandemic, and should be considered in balancing student exposure with maintaining clinical opportunities. The online version contains supplementary material available at 10.1007/s40670-022-01589-8.

A Glimpse Into Urology Medical School Education: A Multi-Institutional Medical Student Survey

Introduction: Urological education and exposure for medical students is imperative as we face a growing geriatric population with increased urological needs. Previous research has examined American Urological Association (AUA) program director opinions of student exposure, but no surveys have been directed at current medical students. The purpose of this study is to quantify student exposure to and opinions of urology to determine precipitating factors that lead students towards or away from urology as a specialty of choice. Methods: A 14 question (11 multiple choice and 3 fill-in-the blank) Google Survey was developed. Questions ranged from student exposure to urology, consideration of urology as a specialty, to opinions of positive/negative aspects of urology. After receiving IRB approval, the survey was distributed to the deans and student affair offices of 156 AAMC medical schools. Results: Twenty medical schools (13%) disseminated the survey, contributing to 147 student responses with an even gender split. The percentage of MS4s that applied to urology was 9%. Of all the respondents, 11% did not have a urology rotation, and 25% had no exposure throughout medical school. A large proportion of students (54%) felt the urology exposure to be inadequate. The majority of respondents had either a positive (43%) or neutral (48%) perception towards urology. The positive aspects of urology included perceptions of salary (87%), lifestyle (62%), focalized specialization (54%) and use of technology (49%). The negative aspects of urology included competitiveness (75%), resident workload (33%), and focalized specialization (29%). Conclusions: Urological education opportunities during medical school appear to be limited. Many students do not have any exposure to urology, let alone opportunities to experience a clinical rotation in the field. Although the specialization and lifestyle of urology are attractive, the competitiveness of the field seems to have dissuaded many possible applicants. However, with the increased need for urologists and the decreasing supply, future work should focus on increasing medical student exposure to urology.

Erratum: A survey of medical students' attitudes and practices towards narcotics and psychotropic drugs

There was an error in the author list of the published article. Two authors (A Kohansal Vajargah, K Ghaderi) requested to add to the authors lists. After obtaining the agreement of the authors and the corresponding author, and describing author contributions, Editor-in-Chief accept the corrections as listed below. The correct author list is: Shahab Dastmardi, Alireza Kohansal Vajargah, Morteza Rahbar Taromsari, Hamid Mohammadi Kojidi, Ardalan Majidinia, Fariba Asgari Bozayeh, Kaveh Ghaderi, Kourosh Delpasand We apologize for any inconvenience this may have caused. Erratum for: A survey of medical students' attitudes and practices towards narcotics and psychotropic drugs Shahab Dastmardi, Morteza Rahbar Taromsari, Hamid Mohammadi Kojidi, Ardalan Majidinia, Fariba Asgari Bozayeh, Kourosh Delpasand J Curr Biomed Rep. 2021; 2(3): 120-124.

Serial surveys of Hong Kong medical students regarding attitudes towards HIV/AIDS from 2007 to 2017.

With widespread adoption of antiretroviral therapy, human immunodeficiency virus (HIV) epidemiology has changed since the late 2000s. Accordingly, attitudes towards the disease may also have changed. Because medical students are future physicians, their attitudes have important implications in access to care among patients with HIV/acquired immunodeficiency syndrome (AIDS). Here, we performed a survey to compare medical students' attitudes towards HIV/AIDS between the late 2000s (2007-2010) and middle 2010s (2014- 2017). From 2007 to 2010, we surveyed three cohorts of medical students at the end of clinical training to assess their attitudes towards HIV/AIDS. From 2014 to 2017, we surveyed three additional cohorts of medical students at the end of clinical training to compare changes in attitudes towards HIV/AIDS between the late 2000s and middle 2010s. Each set of three cohorts was grouped together to maximise sample size; comparisons were performed between the 2007-2010 and 2014-2017 cohorts. From 2007 to 2010, 546 medical students were surveyed; from 2014 to 2017, 504 students were surveyed. Compared with students in the late 2000s, significantly fewer students in the mid-2010s initially encountered patients with HIV during attachment to an HIV clinic or preferred to avoid work in a field involving HIV/AIDS; significantly more students planned to specialise in HIV medicine. Student willingness to provide HIV care remained similar over time: approximately 78% of students were willing to provide care in each grouped cohort. Although medical students had more positive attitudes towards HIV/AIDS, their willingness to provide HIV care did not change between the late 2000s and middle 2010s.

Impact of the Early Phase of the COVID-19 Pandemic on Medical Student Well-Being: a Multisite Survey.

BackgroundThe COVID-19 pandemic drastically impacted medical student experiences. Little is known about the impact of the pandemic on student well-being and protective factors for burnout.ObjectiveAssess US medical student burnout, stress, and loneliness during the initial phase of the pandemic, compare results to pre-pandemic data, and identify risk factors for distress and protective factors to inform support interventions.DesignCross-sectional survey of medical students conducted between May and July 2020.Participants3826 students from 22 medical schools.Main MeasuresBurnout (MBI-HSS), stress (PSS-10), loneliness (UCLA scale), and student experiences. Compared burnout and stress to pre-pandemic studies (2010–2020).Key ResultsOf 12,389 students, 3826 responded (31%). Compared to pre-pandemic studies, burnout was lower (50% vs. 52%, P = 0.03) while mean stress was higher (18.9 vs. 16.0, P < 0.001). Half (1609/3247) reported high (≥ 6/9) loneliness scores. Significant differences were found in burnout and stress by class year (P = 0.002 and P < 0.001) and race (P = 0.004 and P < 0.001), with the highest levels in second- and third-year students and Black, Asian, or other racial minority students. Students experiencing financial strain or racism had higher burnout and stress (P < 0.001 for all). Respondents with COVID-19 diagnoses in themselves or family members had higher stress (P < 0.001). Nearly half (1756/3569) volunteered during the pandemic, with volunteers reporting lower burnout [48% (782/1639) vs. 52% (853/1656), P = 0.03].ConclusionsWhile stress was higher compared to pre-pandemic data, burnout was significantly lower. Higher burnout and stress among Black, Asian, and other racial minority students and those who experienced financial strain, racism, or COVID-19 diagnoses likely reflect underlying racial and socioeconomic inequalities exacerbated by the pandemic and concurrent national racial injustice events. Volunteer engagement may be protective against burnout. Schools should proactively support vulnerable students during periods of stress.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11606-022-07497-2.

Association of Social Anxiety Disorder and Physical Activity With Psychological Distress During COVID-19 Imposed Lockdown: A Medical Student Survey From a Developing Country

AimsCOVID-19 imposed lockdowns have impacted the mental health of medical students worldwide. However, the relationship of social anxiety disorder with psychological distress during the pandemic has not been studied. The objective of this study was to assess the association of social anxiety disorder and physical activity with psychological distress in medical students during COVID-19 imposed lockdown.Methods256 medical students (M/F: 144/112) took part in this online cross-sectional survey conducted in September 2020 during a government imposed lockdown. Kessler-10 (K10) questionnaire, social interaction anxiety scale (SIAS) and international physical activity questionnaire (IPAQ) - short form were used to assess psychological distress, social anxiety and physical activity, respectively. Data were analysed using SPSS v25, with application of multivariate logistic regression to assess association of various factors with psychological distress.ResultsOut of 256 medical students, 73 (28.5%) had severe psychological distress and 105 (41.0%) had mild to moderate distress. A logistic regression model to assess the effect of social anxiety disorder, level of physical activity and gender with the likelihood of having severe psychological distress was statistically significant (p &lt; 0.001) with overall accuracy of 73.8%. The risk of developing severe psychological distress was higher among females [OR 2.13 (95% CI 1.17–3.87), p = 0.013] and those with social anxiety disorder [OR 4.56 (95% CI 2.27–9.16), p &lt; 0.001]. Low physical activity was not a significant risk factor for psychological distress [OR 0.88 (95% CI 0.35–2.23), p = 0.794].ConclusionThis study shows that COVID-19 imposed lockdown has adversely affected the mental health of medical students. Female students and those with social anxiety disorder are at more risk of developing severe psychological distress.