Navigating COVID-19 through diverse student learning communities: Importance and lessons learned

Purpose: The purpose of this case study is to describe one Southern United States of America (US), historically Black medical school's approach to adapting medical education training through learning communities (LCs) during the COVID-19 pandemic. Design/methodology/approach: The COVID-19 pandemic created a wide variety of problems for higher education. Classes moved quickly from in-person to virtual instruction with little time for training;faculty and students had to adapt to new learning platforms, learning styles, study techniques and technological challenges. Emotions ran high due to constant change, transitions and numerous unknowns. The LC structure embedded in the curriculum of this US medical school aided in the navigation of these challenges. Findings: Of the 95 MD1-MD4 respondents combined who responded to the COVID-19 LC survey, 67% rated the LC sessions good/outstanding, 20% average, 7% poor/fair and 5% N/A. When asked if LCs had helped them during the pandemic, overall, 66% said "yes" and 34% said "no." When asked how LCs have helped during the pandemic, themes emerged related to safety, adapting to feelings of isolation/mental health/emotional support, and academic progress. Originality/value: The small LC group structure created a sense of security for receiving academic help, emotional support, a network of assistance resources and a place to process COVID-19 losses and insecurities. Receptivity to utilizing the LC structure for support may relate to the medical students' commitment to addressing health disparities, serving the underserved and embracing a medical school culture that values community. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Pathology Education Powered by Virtual and Digital Transformation: Now and the Future

[...]standing on the crest of yet another wave of change, driven by artificial intelligence (AI) and machine learning,2 pathology educators may soon be challenged to convey the best ways to apply these tools to the problems of diagnostic pathology for the coming generation of learners and the present corps of practitioners.3 Hence, this collaborative effort aims to describe the genetic code governing the transmission of pathology knowledge to subsequent generations of medical professionals.4 We aim to expose not just the code but also the supporting array of catalysts, enhancers, and other cofactors now in place to ensure we have a robust and potent supply of pathologists. APPLYING DP IN UNDERGRADUATE MEDICAL, DENTAL, VETERINARY, AND ALLIED HEALTH EDUCATION Beginning in 1985, this technology has been progressively more widely implemented in undergraduate medical, dental, veterinary, and allied health (nursing, pharmacy, medical technology, etc) education platforms in the United States and internationally.5,11-26 As noted above, virtual microscopy laboratories, available on personal devices or in school-based computer labs, have replaced fixed laboratories housing gross specimens, boxes of glass slides, and student microscopes. WSI with links to supplementary resources, such as gross and radiologic images and additional study material, provide enrichment for the teaching and learning experience in the new virtual environment. [...]significant exposure to microanatomy and the laboratory methods of pathology underpinning so much of diagnosis, therapy, and management is foundational.

Effect of positive psychological group guidance on the hope and mental health of junior high school students

We explored the effect of positive psychological group guidance on the hope and mental health of junior high school students. The experimental group received positive psychological group guidance, while the control group lived and learned as normal. We used the Middle School Students' Hope Trait Scale and the Depression-Anxiety-Stress Scale to evaluate participants (N = 96). Results showed that the experimental group's hope levels were higher and depression, anxiety, and stress levels were lower before (vs. after) the intervention. Further, after the intervention, hope levels were higher and depression, anxiety, and stress levels were lower in the experimental group compared to the control group. Two months after the intervention, the experimental group's levels of hope, depression, anxiety, and stress were maintained. The results show that positive psychological group guidance can improve the mental health of students.

Using an experiential learning model to teach clinical reasoning theory and cognitive bias: an evaluation of a first-year medical student curriculum

BACKGROUND: Most medical students entering clerkships have limited understanding of clinical reasoning concepts. The value of teaching theories of clinical reasoning and cognitive biases to first-year medical students is unknown. This study aimed to evaluate the value of explicitly teaching clinical reasoning theory and cognitive bias to first-year medical students. METHODS: Using Kolb's experiential learning model, we introduced dual process theory, script theory, and cognitive biases in teaching clinical reasoning to first-year medical students at an academic medical center in New York City between January and June 2020. Due to the COVID-19 pandemic, instruction was transitioned to a distance learning format in March 2020. The curriculum included a series of written clinical reasoning examinations with facilitated small group discussions. Written self-assessments prompted each student to reflect on the experience, draw conclusions about their clinical reasoning, and plan for future encounters involving clinical reasoning. We evaluated the value of the curriculum using mixed-methods to analyze faculty assessments, student self-assessment questionnaires, and an end-of-curriculum anonymous questionnaire eliciting student feedback. RESULTS: Among 318 total examinations of 106 students, 254 (80%) had a complete problem representation, while 199 (63%) of problem representations were considered concise. The most common cognitive biases described by students in their clinical reasoning were anchoring bias, availability bias, and premature closure. Four major themes emerged as valuable outcomes of the CREs as identified by students: (1) synthesis of medical knowledge;(2) enhanced ability to generate differential diagnoses;(3) development of self-efficacy related to clinical reasoning;(4) raised awareness of personal cognitive biases. CONCLUSIONS: We found that explicitly teaching clinical reasoning theory and cognitive biases using an experiential learning model provides first-year medical students with valuable opportunities for developing knowledge, skills, and self-efficacy related to clinical reasoning.

Depression, anxiety and stress among medical students during COVID-19 pandemic

Aim: At the time of COVID-19 pandemic the terms of studying medicine have considerably changed, which could lead to worse mental health of medical students. The study aims to assess the presence of depression, anxiety and stress, categorised to preclinical and clinical groups of students, and their association with sociodemographic and academic characteristics. Methods:This cross-sectional study was conducted on-line using snowball method. Two hundred and six students at the Medical School, University of Zagreb were included, of whom 51% were in the group of preclinical and 49% in the group of clinical years. Results: The study showed the presence of depression in 25.7% of medical students, 26.7% had significant symptoms of anxiety, and 15% of stress. Anxiety and stress were significantly higher in female students. Correlation analysis showed a negative association between depression, anxiety, stress and average grades, between depression and the year of the study, and the time spent in learning correlated negatively with anxiety. In logistic regression average grades and partner status (being in a relationship) were the main predictors of depression. Average grades, gender, and consumption of psychoactive substances were significant predictors of anxiety. Gender and psychoactive substances consumption were significant predictors of stress. Overcoming COVID-19 and vaccination against it were not associated with depression, anxiety and stress. Vaccination was associated with older age and was significantly more common in the clinical years group. Conclusion: In time of the pandemic worse mental health of medical students was associated with female gender,lower academic grades, partner status, and consumption of psychoactive substances. Overcoming COVID-19 and vaccination against it were not associated with mental health. © 2022 Hrvatski Lijecnicki Zbor. All rights reserved.

Medical Education in Times of Pandemic: To Practice or to Protect?

Introduction: In the beginning of March 2020 with first case of COVID-19 reported in Turkey, measures that were assumed to decrease the spread of SARS-CoV-2 were taken quickly. Use of personel protective equipments and limiting number of people contacting with the patients were some of the most important precautions. Although these precautions protected medical student from risk of infection, they limited their practical learning oportunities and probably negatively effected their education. Aim of our study was to measure the effect of pandemic on medical education of grade 6 medical students. Materials and Methods: We had 6th grade medical students that finished their education between July 2020 and June 2021 fill out a questionnaire that measures their self-esteem on evaluation and procedural practice in pediatric patients and presents their subjective opinions on this period and their solution suggestions with closed and open ended questions. Results: Forty nine grade 6 student was included in the study. Their self-esteem was average (general competency in pediatric patients was 2.31±0.94 and general self reported competency in clinical practices was 2.65±1.42). The practice they feel most confident was hand washing (4.44±1.16), and the practice the feel least confident was establishment of vascular access (1.94±1.09). When they were asked to evaluate their self-competency in pediatric patients from 1 to 5,the procedure they most frequently observed was establishment of vascular access (74%) and least frequently observed was lumbar puncture (12%). Most frequently performed procedure was urinary catheterization (20%). 80.9% them stated that they felt unlucky to be 6th grade in COVID-19 pandemic and they would like to have more opportunities to contact with the patients with personal protective equipment (PPE). Conclusion: Education of 6th grade medical students affected negatively with decreasing number and diversity of patients and limited opportunity to evaluate patients and observe and perform procedures. Improvements should be made in pediatric departments to increase possibility of student to encounter patients and continue hands on learning with the right precautions.

Qualitative Experiences of Trained Medical Student Coaches Delivering a Community-Outreach Telehealth Coaching Program...American Congress of Rehabilitation Medicine (ACRM) Annual Conference, November 8-11, 2022, Chicago, Illinois

To describe medical student coaches' experiences leading the Community Outreach teleheAlth program for Covid education and Health promotion (COACH). Qualitative, descriptive study. Online via Zoom video conferencing. Trained medical student coaches (n = 19) were recruited from the University of British Columbia via convenience sampling. Seventy-four percent of participants were female and had an average age of 25.6. Most participants (57.9%) were from visible minority populations, and 42.1% administered COACH in suburban/rural areas. COACH included six 30-45-minute one-on-one sessions where student coaches promote positive health behaviours to adults ages 65 or older. Participants engaged in a 45-to-60-minute semi-structured interview conducted via one-on-one Zoom video-conferencing calls. Interview questions focused on students' experiences delivering COACH, their understanding of various health-related topics (e.g., chronic care, virtual health, and health promotion), and possible impacts on their beliefs and future practice. Interviews were transcribed verbatim and analyzed thematically. Three main themes emerged from our thematic analysis, including: (1) exploring opportunities for knowledge and skill acquisition (i.e., learning virtual care, health promotion strategies for chronic care, and client-centered care), (2) developing clinical perspective and acumen (i.e., developing a chronic care perspective, overcoming challenges to health coaching, and developing interest in chronic care practice), and (3) learning to appreciate patient care (i.e., becoming a health motivator and appreciating the opportunity to build rapport). Findings suggest that COACH supported development of knowledge, skill, and confidence in medical school students in areas of health promotion, virtual care, and chronic disease management. These findings also demonstrate promise for the use of health professional students and telehealth in advancing chronic care health services. We report no real or perceived conflicts of interest.

[Experiences with Video-Based Assessment under Pandemic-Related Contact Restrictions]. / Erfahrungen mit videobasiertem Assessment in Zeiten pandemiebedingter Kontaktbeschränkungen.

Background: Due to the COVID-19 pandemic, the Objective Structured Clinical Examination (OSCE) examinations were cancelled in the short term. This project described how to offer medical students an alternative assessment at Miller's competence level of "shows how". Methods: Students produced videos in which they can be seen performing various physical examinations related to family medicine consultations. Trained assessors rated the videos uploaded to the learning platform and gave verbal feedback if requested. Results: The grading (65 "very good" and 38 "good") was very mild. Twelve per cent of the students requested verbal feedback. Their evaluation of the procedure was mixed. The evaluators consistently assessed their task and the process as positive. Technically, the video-based assessment could be implemented without any problems. Conclusions: The short-term implementation of a video-based assessment in the context of medical education proved to be feasible. It could serve not only as an emergency solution under a pandemic, but also as an additional opportunity for formative feedback in the future.

Vitamin D Deficiency and Depression in Thai Medical Students During COVID-19 Pandemic: a Cross-Sectional Study.

INTRODUCTION: Vitamin D deficiency is associated with osteoporosis, cancer, and autoimmune disease; evidence on its association with depression remains controversial. During the COVID-19 pandemic, preventive measures lead to reduced outdoor time and sunlight exposure, which is the major source of vitamin D. This study aims to assess the prevalence of vitamin D deficiency in Thai medical students during the pandemic and to determine its association with depression. METHODS: Medical students of year 4 and year 5 rotating in the Srinakharinwirot University Hospital who had no diseases associated with vitamin D deficiency and had not taken vitamin D supplement in the past year were invited to participate. Their total serum 25-hydroxyvitamin D levels were assessed with ELISA. Their demographic data were recorded, including age, sex, family income, class year, grade point average, current and history of psychiatrist-diagnosed psychiatric illnesses, other underlying diseases, and perceived difficulties in academic, relationship, substance use, and social supports. Students' depressive symptoms were assessed using the Thai version of Patient Health Questionnaire-adolescent (PHQ-A). RESULTS: A total of 63 female and 36 male medical students participated. 47.5% were year 4 and 52.5% were year 5. The mean vitamin D level was 21.7 ng/mL. The prevalence of vitamin D deficiency/insufficiency during the COVID-19 pandemic was 52.6% (using the cut-off of <20 ng/mL) or 69.5% (using the cut-off of <30 ng/mL). The mean vitamin D level in year 4 students was significantly lower than that in year 5 students (12.2 vs 30.2 ng/mL, t = -10.00, p < 0.01). Vitamin D level was associated with age (r = 0.38, p < 0.01) and sex (marginally) [t = -1.80, p = 0.07]. In linear regression analysis, vitamin D level remained associated with the year of class after adjusting for age and sex (B = 18.67, p < 0.01). The mean PHQ-A score was 5.8. 16 participants were identified to have depression. Vitamin D level was not correlated with PHQ-A score (r = 0.03, p = 0.80). In stepwise regression analysis, only total perceived difficulties score remained a predictor for PHQ-A score. In linear regression analysis, vitamin D level was not associated with PHQ-A score after adjusting for total perceived difficulties score (B = -0.02, p = 0.46). CONCLUSION: The prevalence of vitamin D deficiency/insufficiency in Thai medical students during the COVID-19 pandemic was high (52.6% or 69.5%), probably owing to a lack of sunlight exposure. Nonetheless, vitamin D level was not associated with depressive symptoms, probably owing to the small sample size or delayed onset of depressive symptoms.

Advocacy in Action: a Comprehensive Student-Led Proactive Outreach to Patients at Highest Risk.

INTRODUCTION: COVID-19 disrupted access to critical healthcare and resources for many, especially affecting patients at safety-net hospitals who rely on regular care for multiple complex conditions. Students realized they could support patients from the sidelines by helping navigate abrupt healthcare changes and proactively addressing needs at home. AIM: To comprehensively identify and meet the clinical and social needs of Atlanta, Georgia's patients at highest risk, left without their usual access to healthcare, through proactive telephonic outreach. SETTING AND PATIENTS: Medical and Physician's Assistant students from Emory and Morehouse Schools of Medicine partnered with Grady Health System, Atlanta's safety-net hospital. Artificial intelligence prioritized over 15,000 patients by risk of morbidity and mortality from COVID-19. PROGRAM DESCRIPTION: In this novel program, students performed telephonic outreach to thousands of patients at highest risk of poor outcomes from COVID-19. Students used a custom REDCap form that served as both a call script and data collection tool. It provided step-by-step guidance to (1) screen for COVID-19 and educate on prevention; (2) help patients navigate health system changes to fill gaps in care; and (3) identify and address social needs. Based on patients' responses, the form prompted tailored reminders for next steps and connections to medical and social resources. PROGRAM EVALUATION: In the program's first 16 months, students made 7,988 calls, of which 3,354 were answered. Over half (53%) of patients had at least one need requiring action: 48% health and 16% social. DISCUSSION: This proactive, novel initiative identified substantial clinical and social need among patients at highest risk for poor outcomes and filled a pressing health system gap exacerbated by COVID-19. Simultaneously, interprofessional students gained applied exposure to health systems sciences. This program can serve as a model for rapid, cost-effective, high-yield outreach to promote patient health at home both during and beyond the pandemic.

Mental Health from Medical School to Medical Practice: Finding a Path Forward

Medical students, residents, and practicing physicians experience high burnout, depression, and suicide rates, and the COVID-19 pandemic has exacerbated stress for many.1-6 While laudable, current well-being efforts appear insufficient to meet the challenges that so many are facing. This essay explores approaches that individuals and organizations can take to promote mental health and well-being from medical school to practice. Copyright 2021 by the Missouri State Medical Association.

A Framework for the Virtual Medical Interview Process: Considerations for the Applicant and the Interviewer.

Background: Videoconferencing platforms are being used for the purposes of interviewing in academic medicine because of the coronavirus disease 2019 pandemic. We present considerations applicable to interviewers and interviewees in the virtual space, with a focus on medical school and residency applicants. Methods: We reviewed the literature regarding the virtual interview process for medical school and residency by searching PubMed using the following keywords and terms: "interview," "academic medicine," "medical school application," "residency application," "virtual interviews," and "videoconferencing." Our search identified 701 results, from which we selected 36 articles for review. Results: The garnered information focuses on strategies for optimizing the virtual interview process from the standpoint of both the interviewer and the interviewee. We discuss the advantages and disadvantages of the virtual interview process and present recommendations. Conclusion: While the future of the interview process for medical school and residency is uncertain, virtual interviewing is a common and growing practice that will continue to be at least part of the medical interview process for years to come. Interviewers and interviewees should prepare to adapt to the evolving changes in the process.

A Pragmatic Approach in Enhancing Health Care Industry Using Augmented Reality and Virtual Reality

The paper presents how we are involved in making Augmented Reality more interactive in the medical sciences, thereby preserving the patient's safety and reducing the recovery time. Our main focus is on anatomy and detailing every stage of medical treatment, such as overlaying of X-rays objects, Training of healthcare workers and medical students in Anatomy. Anatomy is a field in medical science for studying the organized parts of living organisms, especially the human body.. This paper also describes our take on AR Rehab. Rehabilitation in medical treatment is crucial for recovery we tend to provide solutions to make the process more effective by Virtual Reality medication procedures for recovery and AR medication. © 2021 IEEE

Healthy People and Interested Students: Medical and Pharmacy Students' Knowledge and Attitudes Regarding Public Health.

Little is known about health professions students' awareness and attitudes regarding public health in the United States. Therefore, the purpose of this study was to assess medical and pharmacy students' knowledge and interest in the Healthy People initiative as well as perceptions of public health content in their curricula. An electronic survey was distributed in March 2021 in seven schools across Ohio; participation was incentivized through a USD 5 donation to the Ohio Association of Foodbanks to aid in COVID-19 relief efforts (maximum USD 1000) for each completed survey. A total of 182 medical students and 233 pharmacy students participated (12% response rate). Less than one-third of respondents reported familiarity with Healthy People and correctly identified the latest edition. However, nearly all respondents agreed public health initiatives are valuable to the American healthcare system. Almost all students expressed a desire to practice interprofessionally to attain public health goals. Both medical and pharmacy students recognized core public health topics in their curricula, and nearly 90% wanted more information. These findings indicate that the majority of medical and pharmacy students in Ohio believe public health initiatives to be important, yet knowledge gaps exist regarding Healthy People. This information can guide curricular efforts and inform future studies of health professions students.

Relationship between the COVID-19 exposure and depression and anxiety: mediating role of social support / 中国学校卫生

Objective@#To investigate the social support of medical students during the outbreak of COVID-19 and its mediating effect on the correlation between epidemic exposure and depression with anxiety.@*Methods@#A total of 5 593 medical students were enrolled, and Social Support Rating Scale(SSRS), Patient Health Questionnaire-9 and 7-tiem Generalize Anxiety Disorder Scale were used to measure.@*Results@#The social support score of SSRS of male students was lower than that of female students (t=-4.36, P<0.05) and juniors and seniors scored lower than other grades(F=4.84, P<0.05). Epidemic exposure proportion was positively correlated with both depressive proportionand anxiety proportion(r=0.05, 0.06, P<0.01), while epidemic exposure and depressive proportion and anxiety proportion were negatively correlated with social support score(r=-0.05, -0.25, -0.19, P<0.01). After controlling for gender and grade, the mediating effect of social support in the correlation between epidemic exposure and depression accounted for 26.6% of the total effect, and the mediating effect of subjective support and supportive utilization was 32.3% and 25.7% respectively. After controlling for gender and grade, the mediating effect of social support in the correlation between epidemic exposure and depression accounted for 20.0% of the total effect, and the mediating effect of subjective support and supportive utilization was 15.9% and 12.2% respectively.@*Conclusion@#Social support has partially mediating effect in the correlation between epidemic exposure with depression and anxiety.