“More than just a medical student”: a mixed methods exploration of a structured volunteering programme for undergraduate medical students

BMC Medical Education

Oliver Mitchell¹  Olivia Buckeldee¹  Rory Morrice¹  Natalia Cotton¹  Juhee Pahuja²  Ebun Oluwole²  Ameer Mustafa²  Daniel Davies³  Kerry Badger³  Mary J. Morrell⁴  Sue Smith⁵  Kathleen Leedham-Green⁵  Dilshani Hunukumbure⁶ 

[1] Chelsea and Westminster Hospital NHS Foundation Trust, London, UK;Imperial College Healthcare NHS Trust, London, UK;Imperial College School of Medicine, Imperial College London, London, UK;Imperial College School of Medicine, Imperial College London, London, UK;National Heart and Lung Institute, Faculty of Medicine, Imperial College London, London, UK;Medical Education Research Unit, Imperial College London, London, UK;The Hillingdon Hospitals NHS Foundation Trust, London, UK;

关键词: Volunteer;    Service learning;    Transformative learning;   

DOI  :  10.1186/s12909-021-03037-4

来源: Springer

【 摘 要 】

BackgroundAs a result of the COVID-19 pandemic Imperial College School of Medicine developed a structured volunteering programme involving 398 medical students, across eight teaching hospitals. This case study aims to explore the relationship between the processes, context, participant experiences and impacts of the programme so that lessons can be learned for future emergencies and service-learning programmes.MethodsUsing an illuminative approach to evaluation we invited all volunteers and supervisors to complete a mixed-methods survey. This explored differences in experience across demographics and contextual factors, correlations between aspects of induction, supervision and overall experience, and reviewed the impacts of the programme. Quantitative responses were statistically analysed and qualitative reflections were thematically coded to triangulate and explain quantitative findings. Follow up interviews were carried out to check back findings and co-create conclusions.ResultsWe received responses from 61 students and 17 supervisors. Student participants described predominantly altruistic motivations and transformational changes to their professional identity driven by feeling included, having responsibility, and engaging in authentic workplace-based learning afforded by freedom from the assessed curriculum. They reported new perspectives on their future professional role within the multidisciplinary team and the value of workplace-based learning. They reported increases in wellbeing and self-esteem related to feeling included and valued, and positively contributing to service provision at a time of need. Significantly higher overall satisfaction was associated with a personalised induction, active supervision, earlier stage of training, and male gender. Gender-related differences were not explained through our data but have been reported elsewhere and warrant further study. The duration, intensity and type of role that volunteers performed was similar across demographics and did not appear to modulate their overall experience.ConclusionsWhilst acknowledging the uniqueness of emergency volunteering and the survey response rate of 15% of volunteers, we suggest the features of a successful service-learning programme include: a learner-centred induction, regular contact with engaged and appreciative supervisors, and roles where students feel valued. Programmes in similar settings may find that service learning is most impactful earlier in medical students’ training and that students with altruistic motivations and meaningful work may flourish without formal outcomes and assessments.

【 授权许可】

CC BY