PERSONAL AND PROFESSIONAL DEVELOPMENT DURING THE COVID-19 PANDEMIC: A QUALITATIVE EXPLORATION OF MEDICAL STUDENT EXPERIENCES

ABSTRACT

BACKGROUND: Understanding the impact of challenges and uncertainty due to the COVID-19 pandemic is critical to supporting US medical students' learning. The objective of this qualitative study was to gather perspectives from US medical students about stressors, tensions, and lessons learned during the pandemic. We were specifically interested in how these factors impacted personal and professional development. Additionally, we aimed to collect feedback about how undergraduate medical institutions can support their students. METHODS: Qualitative data was collected through semi-structured, one-onone telephone interviews. Interested students were recruited from 3,826 students who took a part in our previous online survey on burnout, stress, and loneliness during the early pandemic (May-July 2020). Interviews were conducted between February and June 2021. Open coding and thematic content analysis were performed using Atlas. TI software. RESULTS: Forty-four interviews were conducted with students from 22 US medical schools. Overall, 106/450 (24%) responded to the invitation to participate. 44 interviews were completed, ranging between 25-72 minutes in length, Most respondents were female (75%), white (77%), and third years (39%). Major themes centered around student responsibilities (e.g. personal, professional, societal), navigating tensions (e.g. personal risk vs. professional responsibilities, COVID-precaution conflicts), professional identity formation (e.g. commitment to medicine, caring for COVID patients) and stressors (e.g. academic, personal), emotional responses (e.g. mental health challenges) and lessons learned (e.g. examining priorities, adaptability). Student responsibilities included volunteering, patient-care, activism, public health education, and familial obligations. Tensions experienced centered around ethical concerns and prioritizing competing responsibilities. Additional findings centered on suggested resources to support student development, which included enhanced support mechanisms (e.g. structured reflection, mental health support) and recommendations for schools (e.g. clear communication, flexible policies). CONCLUSIONS: Undergraduate medical institutions should support their students through the COVID-19 pandemic and support positive personal and professional development. Medical students recommend that institutions prioritize transparent communication regarding ongoing changes in policies and curriculum. Participants also recommended giving students choices in caring for COVID patients and remaining in clinical roles. This fits into a general theme of the importance of giving students' flexibility to prioritize what is best for their own learning, safety, and wellbeing. Finally, students emphasized the importance of accessible mental health support that continues beyond the COVID-19 pandemic.