Navigating COVID-19 through diverse student learning communities: importance and lessons learned
ISSN: 0965-4283
Article publication date: 3 August 2021
Issue publication date: 1 March 2022
Abstract
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.
Keywords
Acknowledgements
The authors would like to acknowledge the LC faculty, staff, students and administrators who continue to see the role of LCs in training the next generation of physicians committed to the populations they serve.
Declaration of conflicting interests: The authors declared no potential conflicts of interest with respect to the research, authorship and/or publication of this article.
Funding: The authors received no financial support for the research, authorship and/or publication of this article.
Citation
Mitchell, A.K., Mork, A.L., Hall, J. and Bayer, C.R. (2022), "Navigating COVID-19 through diverse student learning communities: importance and lessons learned", Health Education, Vol. 122 No. 1, pp. 37-46. https://doi.org/10.1108/HE-01-2021-0012
Publisher
:Emerald Publishing Limited
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