Medical student support for vulnerable patients during COVID-19 - a convergent mixed-methods study

Area of Science:

• Primary Care Medicine
• Medical Education
• Public Health

Background:

• The COVID-19 pandemic significantly impacted primary care, affecting digital transformation, social isolation, and medical training.
• A final-year General Practice (GP) trainee initiated a telephone program involving medical students to support high-risk patients.
• The initiative aimed to bridge the digital divide, facilitate proactive planning, and offer a learning environment for medical students.

Purpose of the Study:

• To assess the effectiveness of a medical student-led telephone initiative in supporting vulnerable patients during the COVID-19 pandemic.
• To evaluate the impact of the initiative on medical student education and skill development.
• To explore the potential of integrating medical students into primary healthcare teams for enhanced patient support and learning.

Main Methods:

• Thirty-three medical students conducted daily telephone calls with high-risk and vulnerable patients.
• Calls included confirming public health advice, offering support group details, assessing medication needs, exploring digital connectivity, and discussing end-of-life care.
• A mixed-methods evaluation involved quantitative data and qualitative interviews with students, GPs, and the coordinating trainee, analyzed thematically.

Main Results:

• A total of 97 'high risk' and 781 'vulnerable' patient calls were made.
• Patients benefited from practical and psychological support, particularly in connecting with community groups.
• Students reported significant skill development, increased awareness, and valued the active learning and feedback environment.

Conclusions:

• The initiative successfully utilized medical students as healthcare assets, supporting vulnerable patients and promoting active medical education.
• This model demonstrates a viable approach to mitigating educational disruption and enhancing patient care during public health crises.
• Integrating students into routine primary care roles offers continued opportunities for supported, reflective learning and patient support.