Medical students' perspectives on how COVID-19 has impacted their otolaryngology educational experience: A nationwide...

To evaluate how medical students perceive COVID-19 has impacted various otolaryngology educational experiences and appreciate useful adaptations/resources that can be implemented moving forward.

We circulated a web-based questionnaire among pre-clinical/clinical medical students. Participants were asked to rate their experiences in the realms of research, clinical exposure, faculty interaction, interest group (IG) activities, advising, and USMLE preparation considering the COVID-19 pandemic. Qualitative responses were mapped into thematic domains.

Completed responses from 201 medical students demonstrated an effect across all educational activities. Pre-clinical students experienced a negative impact on their IG involvement (77%; 86/111) and clinical students reported a diminished clinical experience (60%; 40/67), with 54% (36/67) citing below-expectation surgical exposure. Overall, 51% (90/178) of students reported a perceived decrease in beneficial otolaryngology career advising, decreased research involvement (57%, 101/178), and reduced faculty interaction (79%, 141/178). Faculty mentorship programs, curated video resources, and online question banks were selected as valuable resources during COVID-19 (21%, 20%, and 13% of selections, respectively) that may offer ongoing benefit. Free-response feedback also indicated that COVID-19 negatively impacted students' mental well-being and inhibited opportunities to complete away sub-internships. As for supplemental resources, students appreciated virtual grand rounds/teaching, interest group events, online resources, and meetings with attendings/residents.

According to students, COVID-19 negatively impacted a broad array of otolaryngology educational experiences including research, faculty interaction, and interest group involvement. Students also indicated several well-received adaptations, such as virtual mentorship programs, curated video materials, remote research opportunities, and online question banks. This feedback helps contextualize selection committee decisions and, importantly, assists clerkship directors and undergraduate medical educators to optimize their curriculums.