Response to: "Medical Student Perspectives on Their Role as Emerging Physicians During the COVID-19 Pandemic".

COVID-19 Medical education Student perspectives Volunteering

Journal

Medical science educator
ISSN: 2156-8650
Titre abrégé: Med Sci Educ
Pays: United States
ID NLM: 101625548

Informations de publication

Date de publication:
Feb 2022
Historique:
accepted: 19 11 2021
pubmed: 8 12 2021
medline: 8 12 2021
entrez: 7 12 2021
Statut: epublish

Résumé

We present a Letter to the Editor in response to the article by Chinsky et al. titled "Medical Student Perspectives on Their Role as Emerging Physicians During the COVID-19 Pandemic." The authors highlighted that a greater proportion of preclinical students felt more obligated to volunteer in the context of healthcare staff shortages, compared to clinical students. As final year medical students, we propose additional reasons based on our personal experiences that may contribute to clinical students feeling less inclined to volunteer during the pandemic. Specifically, we believe that the priorities of clinical students may affect their willingness to volunteer given the challenge of balancing private study and clinical placement. Furthermore, we believe that the psychological difficulties that often accompany clinical placement may affect clinical students' views on volunteering. We also briefly outline solutions that may solve these issues. Ultimately, positive attitudes in students need to be sustained throughout the medical degree so that the future generation of doctors is better equipped to face a future crisis and beyond.

Identifiants

pubmed: 34873495
doi: 10.1007/s40670-021-01483-9
pii: 1483
pmc: PMC8635281
doi:

Types de publication

Journal Article

Langues

eng

Pagination

263-264

Informations de copyright

© The Author(s) under exclusive licence to International Association of Medical Science Educators 2021.

Déclaration de conflit d'intérêts

Conflict of InterestThe authors declare no competing interests.

Auteurs

Suhaylah Adam (S)

GKT School of Medical Education, King's College London, Newcomen Street, SE1 1UL London, UK.

Celina J Pook (CJ)

GKT School of Medical Education, King's College London, Newcomen Street, SE1 1UL London, UK.

Tabea Haas-Heger (T)

GKT School of Medical Education, King's College London, Newcomen Street, SE1 1UL London, UK.

Sophie Simmonds (S)

GKT School of Medical Education, King's College London, Newcomen Street, SE1 1UL London, UK.

Molly Kirkman (M)

GKT School of Medical Education, King's College London, Newcomen Street, SE1 1UL London, UK.

Classifications MeSH