Navigating Covid-19 through diverse student learning communities
Importance and lessons learned
Bibliographic Data
| ID | 21601144 |
|---|---|
| Authors | Ashley Kennedy Mitchell (0000-0002-6008-2031, Morehouse School of Medicine), Amy Lovejoy Mork (Morehouse School of Medicine), J L Hall (0000-0001-6137-8945, Morehouse School of Medicine), Jan Hall, Carey Roth Bayer (0000-0002-1691-2712, Morehouse School of Medicine) |
| Year | 2022 |
| Volume | 122 |
| Issue | 1 |
| Pages | 37-46 |
| Publication date | 2022-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Health Education (JOURNAL) |
| Journal identifiers | ISSN: 0965-4283 • E-ISSN: 1758-714X |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/he-01-2021-0012 |
| OpenAlex | W3193208180 |
| Language | EN |
| Citations received | 1 |
| References cited | 12 |
Purpose The purpose of this case study is to describe one Southern United States of America (US), historically Black medical school's approach to adapting medical education training through learning communities (LCs) during the COVID-19 pandemic. Design/methodology/approach The COVID-19 pandemic created a wide variety of problems for higher education. Classes moved quickly from in-person to virtual instruction with little time for training; faculty and students had to adapt to new learning platforms, learning styles, study techniques and technological challenges. Emotions ran high due to constant change, transitions and numerous unknowns. The LC structure embedded in the curriculum of this US medical school aided in the navigation of these challenges. Findings Of the 95 MD1–MD4 respondents combined who responded to the COVID-19 LC survey, 67% rated the LC sessions good/outstanding, 20% average, 7% poor/fair and 5% N/A. When asked if LCs had helped them during the pandemic, overall, 66% said “yes” and 34% said “no.” When asked how LCs have helped during the pandemic, themes emerged related to safety, adapting to feelings of isolation/mental health/emotional support, and academic progress. Originality/value The small LC group structure created a sense of security for receiving academic help, emotional support, a network of assistance resources and a place to process COVID-19 losses and insecurities. Receptivity to utilizing the LC structure for support may relate to the medical students' commitment to addressing health disparities, serving the underserved and embracing a medical school culture that values community
Creativity · Curriculum · Feeling · Medical education · Mental health · Originality · Pandemic · Pedagogy · Psychiatry · Clinical Reasoning and Diagnostic Skills · Innovations in Medical Education · Medicine · Psychology · Radiology practices and education · Social Psychology
Minority Physicians’ Role in the Care of Underserved Patients
Limits to Communities of Practice
The Consequences of Structural Racism on MCAT Scores and Medical School Admissions
Peer mentoring for medical students during the Covid‐19 pandemic via a social media platform
Medical students and Covid-19
A Revision of Bloom's Taxonomy
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |