Clinical support during COVID-19: An opportunity for service and learning? A cross-sectional survey of UK medical students

Matthew H V Byrne¹, Laith Alexander², Jonathan C M Wan², Megan E L Brown³, Anmol Arora⁴, Anna Harvey⁵, James Ashcroft⁶, Andrew D Clelland⁶, Siena Hayes⁷, Florence Kinder⁸, Catherine Dominic⁹, Aqua Asif¹⁰, Jasper Mogg¹¹, Rosie Freer¹², Arjun Lakhani¹², Samuel Pace¹², Soham Bandyopadhyay^{13

14}, Nicholas Schindler^{15

16}, Cecilia Brassett¹⁷, Bryan Burford⁵, Gillian Vance⁵, Rachel Allan¹⁸; MedEd Collaborative; MedEd Collaborative Authorship

Collaborators, Affiliations

Collaborators

Matthew H V Byrne, Laith Alexander, Jonathan C M Wan, Megan E L Brown, Anmol Arora, Anna Harvey, James Ashcroft, Andrew Clelland, Siena Hayes, Florence Kinder, Catherine Dominic, Aqua Asif, Jasper Mogg, Rosemary Freer, Arjun Lakhani, Samuel Pace, Soham Bandyopadhyay, Nicholas Schindler, Cecilia Brassett, Bryan Burford, Gillian Vance, Rachel Allan, Jonathan C M Wan, Laith Alexander, Rosemary Freer, Arjun Lakhani, Samuel Pace, Megan E L Brown, Rachel Allan, Matthew H V Byrne, Gillian Vance, Bryan Burford, Cecilia Brassett, Vigneshwar Raj, Soham Bandyopadhyay, Catherine Dominic, Siena Hayes, Aleksander Dawidziuk, Florence Kinder, Sanskrithi Sravanam, Michal Kawka, Adam Vaughan, Oliver P Devine, Aqua Asif, Jasper Mogg, Megan E L Brown, Laith Alexander, Jonathan C M Wan, Anna Harvey, James Ashcroft, Andrew Clelland, Anmol Arora, Nicholas Schindler, Rachel Allan, Andrew Clelland, Matthew H V Byrne, Catherine Dominic, Florence Kinder, Siena Hayes, Aqua Asif, Jasper Mogg, Soham Bandyopadhyay, Ailsa McKinlay, Aimee Wilkinson, Amy X Li, Anna Harvey, Aqua Asif, Beth Jones, Beth Selwyn, Catherine Dominic, Dania Badran, Éabha Lynn, Eleanor Deane, Elif Gecer, Emily Murphy, Florence Kinder, Francis Beynon, Jane Harding, Khadeeja Mustafa, Lukschana Senathirajah, Malvika Subramaniam, Marina Politis, Martin Carr, Megan O'Doherty, Naomi Slater, Nicholas Kelly, On Yu Lee, Paaras Doshi, Rebecca S Bates, Robyn Spibey, Samantha Green, Siena Hayes, Simon Rey, Srishti Sarkar, Thomas Franchi, William A Cambridge, Abu Sufian, Adam Vaughan, Akosua Ofosu-Asiedu, Benjamin J Fox, Christopher Gilmartin, Eka Melson, Fatemeh Nokhbatolfoghahai, Filip Brzeszczynski, Jack Jameson, Jessica Pieri, Laith Alexander, Nithesh Ranasinha, Sachin Ananth, Shamus Butt, Srishti Sarkar, Stephanie D'Costa, Ziyan Kassam

Affiliations

¹ Nuffield Department of Surgical Sciences, University of Oxford, Oxford, UK.
² Guy's and St Thomas' Hospital London, London, UK.
³ Medical Education Innovation and Research Centre, Imperial College London, London, UK.
⁴ School of Clinical Medicine, University of Cambridge, Cambridge, UK.
⁵ School of Medical Education, Newcastle University, Newcastle upon Tyne, UK.
⁶ Department of Surgery, Cambridge University Hospitals Trust, University of Cambridge, Cambridge, UK.
⁷ Cardiff University School of Medicine, Cardiff University, Cardiff, UK.
⁸ Leeds School of Medicine, University of Leeds, Leeds, UK.
⁹ Barts and the London School of Medicine, Queen Mary University of London, London, UK.
¹⁰ Leicester Medical School, University of Leicester, Leicestershire, UK.
¹¹ Oxford University Hospitals NHS Foundation Trust, Oxford, UK.
¹² School of Medical and Biomedical Sciences, University of Oxford, Oxford, UK.
¹³ Clinical Neurosciences, Clinical & Experimental Sciences, Faculty of Medicine, University of Southampton, Southampton, UK.
¹⁴ Wessex Neurological Centre, University Hospital Southampton NHS Foundation Trust, Southampton, UK.
¹⁵ Paediatric Department, Norfolk and Norwich University Hospitals Foundation Trust, Norwich, UK.
¹⁶ Institute of Continuing Education, University of Cambridge, Cambridge, UK.
¹⁷ Department of Physiology, Development and Neuroscience, University of Cambridge, Cambridge, UK.
¹⁸ Nuffield Department of Primary Care Health Sciences, Medical Sciences Division, University of Oxford, Oxford, UK.

PMID: 36927278
DOI: 10.1080/0142159X.2023.2184235

Free article

Clinical support during COVID-19: An opportunity for service and learning? A cross-sectional survey of UK medical students

Matthew H V Byrne et al. Med Teach. 2023 Aug.

Free article

. 2023 Aug;45(8):859-870.

doi: 10.1080/0142159X.2023.2184235. Epub 2023 Mar 16.

Authors

Collaborators

Matthew H V Byrne, Laith Alexander, Jonathan C M Wan, Megan E L Brown, Anmol Arora, Anna Harvey, James Ashcroft, Andrew Clelland, Siena Hayes, Florence Kinder, Catherine Dominic, Aqua Asif, Jasper Mogg, Rosemary Freer, Arjun Lakhani, Samuel Pace, Soham Bandyopadhyay, Nicholas Schindler, Cecilia Brassett, Bryan Burford, Gillian Vance, Rachel Allan, Jonathan C M Wan, Laith Alexander, Rosemary Freer, Arjun Lakhani, Samuel Pace, Megan E L Brown, Rachel Allan, Matthew H V Byrne, Gillian Vance, Bryan Burford, Cecilia Brassett, Vigneshwar Raj, Soham Bandyopadhyay, Catherine Dominic, Siena Hayes, Aleksander Dawidziuk, Florence Kinder, Sanskrithi Sravanam, Michal Kawka, Adam Vaughan, Oliver P Devine, Aqua Asif, Jasper Mogg, Megan E L Brown, Laith Alexander, Jonathan C M Wan, Anna Harvey, James Ashcroft, Andrew Clelland, Anmol Arora, Nicholas Schindler, Rachel Allan, Andrew Clelland, Matthew H V Byrne, Catherine Dominic, Florence Kinder, Siena Hayes, Aqua Asif, Jasper Mogg, Soham Bandyopadhyay, Ailsa McKinlay, Aimee Wilkinson, Amy X Li, Anna Harvey, Aqua Asif, Beth Jones, Beth Selwyn, Catherine Dominic, Dania Badran, Éabha Lynn, Eleanor Deane, Elif Gecer, Emily Murphy, Florence Kinder, Francis Beynon, Jane Harding, Khadeeja Mustafa, Lukschana Senathirajah, Malvika Subramaniam, Marina Politis, Martin Carr, Megan O'Doherty, Naomi Slater, Nicholas Kelly, On Yu Lee, Paaras Doshi, Rebecca S Bates, Robyn Spibey, Samantha Green, Siena Hayes, Simon Rey, Srishti Sarkar, Thomas Franchi, William A Cambridge, Abu Sufian, Adam Vaughan, Akosua Ofosu-Asiedu, Benjamin J Fox, Christopher Gilmartin, Eka Melson, Fatemeh Nokhbatolfoghahai, Filip Brzeszczynski, Jack Jameson, Jessica Pieri, Laith Alexander, Nithesh Ranasinha, Sachin Ananth, Shamus Butt, Srishti Sarkar, Stephanie D'Costa, Ziyan Kassam

Affiliations

¹ Nuffield Department of Surgical Sciences, University of Oxford, Oxford, UK.
² Guy's and St Thomas' Hospital London, London, UK.
³ Medical Education Innovation and Research Centre, Imperial College London, London, UK.
⁴ School of Clinical Medicine, University of Cambridge, Cambridge, UK.
⁵ School of Medical Education, Newcastle University, Newcastle upon Tyne, UK.
⁶ Department of Surgery, Cambridge University Hospitals Trust, University of Cambridge, Cambridge, UK.
⁷ Cardiff University School of Medicine, Cardiff University, Cardiff, UK.
⁸ Leeds School of Medicine, University of Leeds, Leeds, UK.
⁹ Barts and the London School of Medicine, Queen Mary University of London, London, UK.
¹⁰ Leicester Medical School, University of Leicester, Leicestershire, UK.
¹¹ Oxford University Hospitals NHS Foundation Trust, Oxford, UK.
¹² School of Medical and Biomedical Sciences, University of Oxford, Oxford, UK.
¹³ Clinical Neurosciences, Clinical & Experimental Sciences, Faculty of Medicine, University of Southampton, Southampton, UK.
¹⁴ Wessex Neurological Centre, University Hospital Southampton NHS Foundation Trust, Southampton, UK.
¹⁵ Paediatric Department, Norfolk and Norwich University Hospitals Foundation Trust, Norwich, UK.
¹⁶ Institute of Continuing Education, University of Cambridge, Cambridge, UK.
¹⁷ Department of Physiology, Development and Neuroscience, University of Cambridge, Cambridge, UK.
¹⁸ Nuffield Department of Primary Care Health Sciences, Medical Sciences Division, University of Oxford, Oxford, UK.

PMID: 36927278
DOI: 10.1080/0142159X.2023.2184235

Abstract

Purpose: Medical students providing support to clinical teams during Covid-19 may have been an opportunity for service and learning. We aimed to understand why the reported educational impact has been mixed to inform future placements.

Methods: We conducted a cross-sectional survey of medical students at UK medical schools during the first Covid-19 'lockdown' period in the UK (March-July 2020). Analysis was informed by the conceptual framework of service and learning.

Results: 1245 medical students from 37 UK medical schools responded. 57% of respondents provided clinical support across a variety of roles and reported benefits including increased preparedness for foundation year one compared to those who did not (p < 0.0001). However, not every individual's experience was equal. For some, roles complemented the curriculum and provided opportunities for clinical skill development, reflection, and meaningful contribution to the health service. For others, the relevance of their role to their education was limited; these roles typically focused on service provision, with few opportunities to develop.

Conclusion: The conceptual framework of service and learning can help explain why student experiences have been heterogeneous. We highlight how this conceptual framework can be used to inform clinical placements in the future, in particular the risks, benefits, and structures.[Box: see text].

Keywords: Covid-19; FiY1; SARS-CoV-2; clinical placement; coronavirus; curriculum; disaster medicine; interim-foundation year one; medical education; medical school; pandemic influenza; preparedness for practice; service-learning; volunteering.

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Clinical support during COVID-19: An opportunity for service and learning? A cross-sectional survey of UK medical students

Collaborators

Affiliations

Clinical support during COVID-19: An opportunity for service and learning? A cross-sectional survey of UK medical students

Authors

Collaborators

Affiliations

Abstract

MeSH terms

LinkOut - more resources

Full Text Sources

Other Literature Sources

Medical

Miscellaneous