Belongingness in medical students: did it change during lockdown?
Belongingness has been proposed as a potential proxy for legitimate peripheral participation in medical education. Previous studies have shown good internal and external validity for tools designed to measure this variable, with potential use measuring the effectiveness of clinical teaching environm...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2024-12-01
|
| Series: | Medical Education Online |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/10872981.2024.2403807 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1846149544073494528 |
|---|---|
| author | Rob Daniels Eric Buramba Kato Denis |
| author_facet | Rob Daniels Eric Buramba Kato Denis |
| author_sort | Rob Daniels |
| collection | DOAJ |
| description | Belongingness has been proposed as a potential proxy for legitimate peripheral participation in medical education. Previous studies have shown good internal and external validity for tools designed to measure this variable, with potential use measuring the effectiveness of clinical teaching environments and as a marker of student wellbeing. This study examined changes in belongingness in medical students at the University of Exeter measured in spring 2019 and the equivalent period in 2021, during which COVID-19 related restrictions were in place in the United Kingdom. This study used a validated assessment tool that was self-administered via an online survey platform in 2021. Anonymised data was collected from undergraduate medical students from all years of training and results compared with previous data collected in 2019. The belongingness assessment tool described here had validity in undergraduate medical students studying at the University of Exeter and identified statistically significant changes in belongingness (as measured with this tool) between 2019 and the period during which COVID-19 restrictions were in place. These results suggest that belongingness – in undergraduate medical students fluctuates and varies under different conditions and that there was a statistically significant change during the period of lockdown restrictions. The ability to measure this key facet of educational development has the potential to monitor teaching environments to ensure optimal learning conditions for all students. Further work is required to assess whether the impacts of lockdown restrictions are transient or persist beyond the period of teaching restrictions and to determine any association with academic outcomes. |
| format | Article |
| id | doaj-art-8f7c8a75d2d2424386d305c45e4010c6 |
| institution | Kabale University |
| issn | 1087-2981 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj-art-8f7c8a75d2d2424386d305c45e4010c62024-11-29T14:20:59ZengTaylor & Francis GroupMedical Education Online1087-29812024-12-0129110.1080/10872981.2024.2403807Belongingness in medical students: did it change during lockdown?Rob Daniels0Eric Buramba1Kato Denis2School of Health and Life Sciences, University of Exeter, Exeter, UKSchool of Health and Life Sciences, University of Exeter, Exeter, UKDepartment of Trade Statistics, National Institute of Statistics of Rwanda, Kigali, RwandaBelongingness has been proposed as a potential proxy for legitimate peripheral participation in medical education. Previous studies have shown good internal and external validity for tools designed to measure this variable, with potential use measuring the effectiveness of clinical teaching environments and as a marker of student wellbeing. This study examined changes in belongingness in medical students at the University of Exeter measured in spring 2019 and the equivalent period in 2021, during which COVID-19 related restrictions were in place in the United Kingdom. This study used a validated assessment tool that was self-administered via an online survey platform in 2021. Anonymised data was collected from undergraduate medical students from all years of training and results compared with previous data collected in 2019. The belongingness assessment tool described here had validity in undergraduate medical students studying at the University of Exeter and identified statistically significant changes in belongingness (as measured with this tool) between 2019 and the period during which COVID-19 restrictions were in place. These results suggest that belongingness – in undergraduate medical students fluctuates and varies under different conditions and that there was a statistically significant change during the period of lockdown restrictions. The ability to measure this key facet of educational development has the potential to monitor teaching environments to ensure optimal learning conditions for all students. Further work is required to assess whether the impacts of lockdown restrictions are transient or persist beyond the period of teaching restrictions and to determine any association with academic outcomes.https://www.tandfonline.com/doi/10.1080/10872981.2024.2403807Belongingnesslegitimate peripheral participationmedical studentsUnited KingdomCovid-19lockdown |
| spellingShingle | Rob Daniels Eric Buramba Kato Denis Belongingness in medical students: did it change during lockdown? Medical Education Online Belongingness legitimate peripheral participation medical students United Kingdom Covid-19 lockdown |
| title | Belongingness in medical students: did it change during lockdown? |
| title_full | Belongingness in medical students: did it change during lockdown? |
| title_fullStr | Belongingness in medical students: did it change during lockdown? |
| title_full_unstemmed | Belongingness in medical students: did it change during lockdown? |
| title_short | Belongingness in medical students: did it change during lockdown? |
| title_sort | belongingness in medical students did it change during lockdown |
| topic | Belongingness legitimate peripheral participation medical students United Kingdom Covid-19 lockdown |
| url | https://www.tandfonline.com/doi/10.1080/10872981.2024.2403807 |
| work_keys_str_mv | AT robdaniels belongingnessinmedicalstudentsdiditchangeduringlockdown AT ericburamba belongingnessinmedicalstudentsdiditchangeduringlockdown AT katodenis belongingnessinmedicalstudentsdiditchangeduringlockdown |