ABSTRACT
IntroductionThe COVID-19 pandemic caused complex and enduring challenges for health care providers and medical educators and changed the medical education landscape for learners. Medical students were required to adapt and learn in a novel learning environment while universities paused their formal medical training. The current study sought to investigate medical students experiences working on a pandemic frontline to understand how they perceived this novel learning environment influenced both their learning and their developing professional identity. MethodsWe conducted semi-structured interviews with 21 medical students who worked in a COVID-19 testing facility at the University Hospital of Basel. Using constructivist grounded theory methodology, we collected and analyzed data iteratively using a constant comparative approach to develop codes and theoretical categories. ResultsParticipants described improvements in their technical and communication skills, consequently impacting their professional development. The presence of a perceived flat hierarchy between the physicians and medical students promoted professional identity development amongst the medical students. Most participants perceived working on the pandemic frontlines as a positive learning experience, which seemed supported by a flatter hierarchy and open communication compared to their usual learning environment. ConclusionSince medical students reported that their work on the pandemic frontlines positively affected their learning, the need to create hands-on learning opportunities for medical students challenge curriculum developers. Medical students wish to feel like full-fledged care team members rather than observing learners. Performing simple clinical tasks and collaborative moments in a supportive learning environment may promote learning and professional development.
