Medical students' perceptions of learning and working on the COVID-19 frontlines: '... a confirmation that I am in the right place professionally'

• Published in: Medical education online 2022-12, Vol.27 (1), p.2082265-2082265
• Main Authors: Klasen, Jennifer M., Schoenbaechler, Zoe, Bogie, Bryce J. M., Meienberg, Andrea, Nickel, Christian, Bingisser, Roland, LaDonna, Kori
• Format: Article
• Language: English
• Subjects: College students; Communication skills; Comparative analysis; COVID-19; COVID-19 - epidemiology; COVID-19 diagnostic tests; COVID-19 Testing; Curricula; Grounded theory; Health care; Humans; Identity formation; Learning; Learning environment; Medical education; Medical students; Pandemics; Professional development; Professional identity; professional identity formation; Students, Medical; Teams
• ISSN: 1087-2981; 1087-2981
• DOI: 10.1080/10872981.2022.2082265

The COVID-19 pandemic caused complex and enduring challenges for healthcare providers and medical educators. The rapid changes to the medical education landscape forced universities across the world to pause traditional medical training. In Basel, Switzerland, however, medical students had the opportunity to work on the COVID-19 frontlines. Our purpose was to understand how they perceived both learning and professional identity development in this novel context. We 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 the constant comparative approach to develop codes and theoretical themes. Most participants perceived working on the pandemic frontlines as a positive learning experience, that was useful for improving their technical and communication skills. Participants particularly valued the comradery amongst all team members, perceiving that the hierarchy between faculty and students was less evident in comparison to their usual learning environments. Since medical students reported that their work on the pandemic frontlines positively affected their learning, the need to create more hands-on learning opportunities for medical students challenges curriculum developers. Medical students wish to feel like full-fledged care team members rather than observing sideliners. Performing simple clinical tasks and collaborative moments in a supportive learning environment may promote learning and professional development and should be encouraged in the post-pandemic era.