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Applying Health Systems Science Competencies to Contribute to the COVID-19 Pandemic Response.

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  • 1Medical Education Outcomes, American Medical Association, Chicago, USA.

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Summary
This summary is machine-generated.

Medical students gained valuable health systems science (HSS) skills, including teaming and leadership, through pandemic response projects. These experiences fostered professional identity formation despite disrupted clinical training.

Keywords:
competency frameworkseducational competencieshealth care delivery sciencehealth systems scienceinterprofessional educationleadership trainingpandemic responseteamworktechnologyundergraduate medical education

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Area of Science:

  • Medical Education
  • Health Systems Science
  • Public Health Crises

Background:

  • COVID-19 pandemic forced U.S. medical schools to virtual instruction and removed students from clinical settings in Q1 2020.
  • Concerns arose regarding the effectiveness of medical education during the pandemic.
  • Students actively participated in pandemic response projects, presenting educational value.

Purpose of the Study:

  • To identify health systems science (HSS) competencies acquired by medical students through pandemic-related projects.
  • To articulate the educational value of student involvement in these projects within competency frameworks.

Main Methods:

  • Reviewed 55 abstracts from the 2020 AMA Accelerating Change in Medical Education Consortium Health Systems Science Impact Challenge.
  • Focused on student-led, pandemic-related projects.
  • Identified HSS competencies developed through project participation.

Main Results:

  • Medical students strengthened key HSS skills, particularly in teaming, leadership, and technology.
  • Participation fostered professional identity formation as physicians.
  • Students developed competencies through alternative means during a disrupted training period.

Conclusions:

  • Pandemic response projects provided an unparalleled opportunity to explore core HSS concepts.
  • Students gained unique strengths and competencies not acquired through traditional training.
  • While some gaps may exist, engaged students developed significant HSS skills and professional identity.