INSIDE WVSMA
Editor ’ s Letter
Managing Medical School During a Pandemic
Linda S . Nield , MD
GUEST AUTHORS :
Maninder K . Sohi Barbara D . Gillis
More than 22,000 individuals began medical school in the United States during the first several months of the COVID-19 pandemic in 2020 . 1 Matriculating to medical school in the fall of 2020 in the midst of the pandemic was an experience full of both challenges and opportunities .
Our student editor , Maninder K . Sohi , shares her thoughts about matriculating to medical school during the pandemic : “ I can still vividly recall the phone call I received about my acceptance to medical school in 2020 . The days leading up to the start of school were filled with excitement and uncertainty . All these emotions were compounded when medical school began during the ongoing COVID-19 pandemic , a time when many things regarding public health and changes in society were unknown . Our initial interactions with classmates during orientation and courses were online . I initially struggled with the social aspect of getting to know my classmates due to adjusting to the course load and limited in-person social interactions . Although having classes online was isolating , it was beneficial to my learning style in that it allowed me to work at my own pace with lectures and have more flexibility with my day-to-day schedule Our initial history taking workshops with standardized patients were virtual . This format seemed like it would cause difficulty in establishing rapport with patients , but with more practice , the virtual format was accompanied by unforeseen benefits . Now as a third-year medical student on in-person clinical rotations , I continue to utilize telemedicine with my attendings and residents . One of the biggest lessons I learned from attending medical school during a pandemic is that flexibility is an important characteristic for a future physician to possess , as the medical field is ever-changing and patient care is never static .”
Our other student editor , Barbara “ Diane ” Gillis , describes her experience : “ As a member of the Class of 2024 , my time as a medical student has been defined by the COVID-19 pandemic . That first year , classes were rapidly converted to an online format , simulated patient encounters were completed online , and orientation week was canceled in its entirety . It was challenging to move to a new city and start medical school with so much uncertainty . My classmates and I found ourselves in this ultimate balancing act of trying to be exemplary role models for practicing social distancing and protecting the public , while trying to manage the stressors associated with medical education . Specifically , group studying was particularly challenging . I am a student who thrives on group discussion , and my studying style had to completely change to accommodate social distancing . Forming connections with classmates and professors was another hardship . Establishing research projects and mentorship relationships was a strain to accomplish solely through email correspondences . However , the pandemic afforded a unique opportunity to delve deeper into our studies of vaccines , clinical trials , and telemedicine . I believe my class has a special kinship with not only each other but also with students in other classes at my institution , in our state , and in the nation as we collectively experienced the same struggles and hardships of the pandemic . We are quicker to lean on one another , share our personal stories , and work as a team .”
It is remarkable that our upcoming physicians can describe the educational lows due to the pandemic while simultaneously appreciating a few associated enhancements to their patient care and interpersonal skills . This issue of the West Virginia Medical Journal is dedicated to research concerning the COVID-19 pandemic . Just like for our medical students , fostering the well-being and resilience of our clinicians is essential to fostering optimal patient care . Chertok and colleagues share their findings about resilience in healthcare providers during the early COVID-19 era . 2 Lewis and colleagues discuss crisis preparedness levels in our West Virginia medical practices , 3 while Moran et al describe an interesting observation about newborns born during the first 20 months of the pandemic . 4
REFERENCES
1 . Association of American Medical Colleges . 2020 Fall Applicant , Matriculant , and Enrollment Data Tables . Available at : https :// www . aamc . org / media / 49911 / download . Accessed on January 20 , 2023 .
2 . Chertok I , Graham D , Yellamraju K . Resilience among healthcare providers in rural Appalachia during COVID-19 . WVMJ . 2023 ; 119 ( 1 ): 14-18 .
3 . Lewis W , McLaughlin A , Sun T , Lukas J , Whanger S . Understanding provider health crisis preparedness levels at the initiation of COVID-19 in West Virginia medical practices . WVMJ . 2023 ; 119 ( 1 ): 20-24 .
4 . Moran PN , Moise A , Miller AN , Burke R , Cottrell L , Haarbauer K , Smith MC , Polak MJ . Changes in large for gestation and small for gestation births during the COVID-19 era . WVMJ . 2023 ; 119 ( 1 ): 26-31 .
6 • www . wvsma . org