Impact of the COVID-19 Pandemic on Perceived Stress and Eating Behaviors of Undergraduate and Postgraduate Students of UWI, Cave Hill Campus, Barbados

Objective: The impact of the COVID-19 pandemic on perceived stress, anxiety, depression, and eating behaviors of university students in Barbados was investigated. Design and Methods: Students completed an online survey between June and July 2021 including the Patient Health Questionnaire (PHQ-4), SCOFF Questionnaire, and Salzburg Stress Eating Scale. We used bivariate and multivariable logistic regression to assess factors associated with eating behaviour and eating disorders. Result(s): Of 506 respondents (mean age 26 years, 81.4% female, 85.2% undergraduates), 7.23% were underweight, 52.34% normal weight, 20.85% overweight, and 19.57% obese. PHQ-4 screening suggested anxiety prevalence of 46% (95% CI 42% to 51%) with 22% (95% CI 17% to 25%) severe anxiety, and 43% (95% CI 39% to 47%) depression prevalence. 22.5 % of students screened positive for eating disorders on the SCOFF;positive screen for eating disorder was more likely positive in obese (36%) vs underweight (15%) students (p Conclusion(s): The screening instruments indicated concerning levels of anxiety, depression, and eating disorders associated with the COVID-19 pandemic among university students in Barbados. These conditions may remain undetected unless students seek help or are referred. Proactive health services and educational outreach are needed. Prevalence estimates should be viewed with caution until cut-off scores are empirically established for students in Barbados.

An innovative, blended, and supplementary clerkship to minimize clinical training gaps identified during the COVID-19 pandemic

Objective: 1. To identify training gaps in junior clerkship rotations during the COVID-19 pandemic. 2. To develop a Clinical Transition Selective Clerkship (CTSC) during Year 4. 3. To seek student feedback on organization and management of the CTSC. Design and Methods: An online cross-sectional survey of medical students was conducted during June-September 2021 to identify training gaps. In response to identified gaps, the 4-week CTSC was developed to provide further opportunities to develop core competencies. Result(s): Just under half of students reported the opportunity to observe (45.7%) and perform (44.5%) core skills >3 times during the medicine junior clerkship. For the surgical clerkship, 48.3% observed and 44.2% performed core skills 1-3 times. For child health, 39.6% observed and 34.8% performed skills 1-3 times. More than half of respondents (55.3%) expressed concern that they missed the usual clinical clerkship training experiences during online rotations. Three-quarters (74.5%) expressed the need to acquire additional clinical experience. The majority of students rated the following aspects of the CTSC as 'Good' or better: clarity of goals and objectives (58.3%);educational value/amount learned (56.2%);professionalism of faculty (66.7%) and other clinical staff (75%);usefulness of feedback (75%);workload challenge/level of material appropriate (70.8%);overall rating/quality of CTS (60.4%). However, the following aspects were rated as 'Poor' or "Fair": organization and coherency (77.1%);commitment of coordinators (64.6%);CTS achieved stated goals (62.5%). Conclusion(s): Our study identified training gaps in junior clerkship rotations during the COVID-19 pandemic. The CTSC provided opportunities to develop clinical competencies disrupted by the pandemic.

Resilient Coping is More Important than Previous Experience with Virtual Learning: Predicting Stress Experienced by Pharmacy Students in Trinidad and Tobago During the COVID-19 Pandemic

Objective: To summarize pharmacy students' previous experience and current confidence with online learning and explore the association of prior experience with online learning and resilient coping with perceived stress at the beginning of the COVID-19 pandemic. Method(s): Students completed an online cross-sectional survey during April-June, 2020. Measures included Likert items for experience and current comfort levels with online learning;the Brief Resilient Coping Scale (BRCS);and the Perceived Stress Scale-10 Item Version (PSS-10). We summarized experience and comfort with online learning;reported scores and internal consistency for the BRCS and PSS-10;and estimated a regression model of perceived stress as a function of prior experience with online education, gender, and resilient coping. Result(s): Of 113 respondents (response rate 41%, 78% female, mean age 22.3 years) >50% had only occasional prior experience with online learning, coursework, and examinations, but 63% expressed confidence with online learning. Mean PSS-10 and BRCS scores were 23.8 and 13.3 respectively, and both scales demonstrated good internal consistency (a > .80). BRCS score was the single predictor of PSS-10 score (r2 = 0.18, p < 0.001). Gender was not a significant predictor of perceived stress (p = 0.11). A simultaneous regression model explained a moderate amount of variation in perceived stress (adjusted R2 = 0.19). Conclusion(s): Most students had limited previous online learning, coursework, and examination experience. Responses indicated moderate levels of stress and coping skills after introducing online teaching. Lower resiliency scores, but not lack of virtual learning experience, predicted higher perceived stress. Results underscore the importance of efforts to enhance coping and resilience of students.