In a groundbreaking study, researchers at Qatar University (QU)'s Health explored the readiness of QU’s medicine students for virtual clerkships (VC) during the COVID-19 pandemic. The findings shed light on the students' multifaceted challenges, touching on communication, clinical experience, safety concerns, and the quality of virtual clerkships.
Dr. Hiba Bawadi, the study's lead, commented, “In the wake of COVID-19, our study unveils challenges in medical education, yet within adversity lies opportunity. The fusion of technology and adaptive teaching not only addresses hurdles but also presents a unique chance for a transformative era where innovation not only enriches learning experiences but also paves the way for a more economically sustainable future in medical training.”
This qualitative study is part of a comprehensive project at QU Health, exploring the shift to virtual internships during the COVID-19 pandemic from the perspectives of both QU Health’s clinical instructors and students.
Employing an inductive-deductive approach, the research team developed interview and focus group guides based on the readiness framework, integrating cutting-edge learning modalities. Two parallel streams were conducted within QU Health’s College of Medicine (CMED), including focus groups with students and one-to-one interviews with clinical faculty members. The study involved 111 fourth- and fifth-year CMED students, of whom 11 participated, and five clinical faculty members. The researchers at QU Health gathered information by talking to students and clinical faculty online. They did this through discussions and interviews that lasted around 60–70 minutes for group talks and 45 minutes for individual interviews. To make sense of all the information, they used a method called constant comparison. This approach includes looking at various details to see the complete picture. It revealed that both students and faculty members actively took part and added to the overall understanding of the challenges medical students faced during these transformative times.
Key themes emerged, reflecting student perceptions of the university's communication, clinical experience, role during the pandemic, safety concerns, and VC skills. Results showed 63.64% felt uncertainty during the VC shift, desiring clearer communication, while 45.45% found VC inappropriate, preferring experiential learning. Despite challenges, 81.8% acknowledged new learning approaches, satisfaction with case-based learning, and the value of telehealth exposure. Students, generally satisfied with faculty support, sought more efficient communication, guidance, and feedback. Notably, 54.55% were satisfied with the faculty's positive attitude but demanded increased psychological support.
Despite challenges, students showed clear motivation to remain on-site, viewing it as a professional obligation. Overall, students expressed satisfaction with short- and long-term VC benefits, emphasizing the need for improved communication, academic support, and psychological assistance during transformative times.
As we navigate uncharted territories, the next steps in research are aimed at looking into the opportunities and skills gained from virtual internships. This exploration seeks to shape the professional identity of health profession students, ensuring they are well-equipped for the challenges that lie ahead.
This research was made possible by the Qatar University Emergency Response Grant (QUERG-CHS-2020-1), underscoring the institution's commitment to advancing medical education in times of crisis. Open access funding provided by the Qatar National Library ensures that these valuable insights are accessible to the wider community.