ABSTRACT
The purpose of this study was to determine the impact of the COVID-19 pandemic on exercise motivation. The survey instrument used was the Markland and Ingledew (1997) Exercise Motivations Inventory-2 questionnaire. Of the 325 participants, 33.2% were male (n=108) and 66.8% were female (n=217). A retrospective pretest/posttest design was used. Individual t-tests were performed comparing each of the fourteen subscales of exercise motivation. Stress management, revitalization, health pressures, positive health, weight management, appearance, strength and endurance, and nimbleness all showed significant changes from pretest to posttest. Additionally, t-tests were performed comparing change in means for each subscale between genders. Stress management, enjoyment, challenge, and strength and endurance each showed significantly different change in means between genders. Results suggest that COVID-19 had a significant impact on exercise motivation. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Purpose: Developing a professional identity requires learners to integrate themselves into the medical profession and take on the role of doctor. The impact of COVID-19 on medical education has been widely investigated, but little attention has been paid to the impact of students' professional identify formation (PIF). The goal of this study was to investigate the impact that the onset of the COVID-19 pandemic had on medical students' PIF. Materials and Methods: An embedded mixed-methods design was utilized. Focus groups were conducted with a subset of year 1-4 students and coded using thematic analysis. Year 1-2 students were surveyed about their professional identity integration in the spring of 2020. Responses were analyzed using descriptive statistics and Wilcoxon signed rank and Mann-Whitney U tests. Results: Qualitative data were organized into six themes that touched on losses and challenges, reflection, and reevaluation of the physician career. Roughly 50% of MS1s and MS2s reported a change in their professional identity integration, but this was not statistically significant. Conclusions: Medical education does not occur in isolation and is influenced by disruptive local and global events. Students perceived challenges when in-person community interaction and hands-on clinical experiences were interrupted. Additionally, students reflected upon their own role and their future career goals. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-022-01652-4.