Vernon Curran

Memorial University of Newfoundland, Faculty of Medicine, Faculty Member

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University professor, researcher and educational leader in medical/health sciences and adult/post-secondary education. Senior leadership experience in educational development in medical and health sciences education. Professional experience as manager of tele-education/tele-health programming, manager of staff training and development and coordinator of community-based educational and outreach programming. University teaching experience in medical education theory and practice, educational scholarship and research in medical education, digital learning, adult learning theory, interprofessional education (IPE) and collaboration in health professions. Key research contributions: program evaluation in medical and health professions education, tele-education and digital learning in medical education, continuing medical education/continuing professional development (CME/CPD), interprofessional education, assessment and adult and continuing education. Research program has included a focus on: distance, digital and e-learning in medical education

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Noel B. Salazar

KU Leuven

James Elkins

School of the Art Institute of Chicago

Vivekanand Jha

Fortis Escorts Heart Institute

Maurizio Forte

Duke University

David Seamon

Kansas State University

Simon Springer

The University of Newcastle

Cymene Howe

Rice University

Raoul Bongers

University of Groningen

Prasath Jayakaran

University of Otago

Viacheslav Kuleshov

Stockholm University

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A Phenomenological Study of Postgraduate Medical Trainees’ Incidental Learning Experiences and Psychological Well-Being During the COVID-19 Pandemic

Curēus, Feb 26, 2024

Background: During the COVID-19 pandemic, postgraduate medical trainees contributed significantly... more Background: During the COVID-19 pandemic, postgraduate medical trainees contributed significantly to the healthcare workforce, as multiple vulnerabilities in the healthcare system and medical training were expounded. The burden of training, learning, and working at this time introduced unique psychological and emotional stressors within a context of generalized volatility and radically different ways to work and learn. This study explored postgraduate trainees' experiences with coping, managing, and learning during the COVID-19 pandemic. Methodology: Using a phenomenological approach, semistructured interviews were conducted with an intradisciplinary sample (n = 8) of postgraduate trainees in Newfoundland and Labrador, Canada, between May and October 2022. Five researchers performed inductive and deductive thematic analysis to develop a coding structure and identify common themes. Results: The COVID-19 pandemic prompted the use of restrictive public health measures and an unprecedented shift from in-person to virtual learning. This affected trainees' exposure to normalized learning experiences, training rotations, and opportunities to learn from peers and staff. Certainly, trainees reported that virtual learning improved their educational experiences in unique ways, increased engagement and attendance, and enabled regular meetings and learning when in-person options were unavailable. Trainees also reported enhanced self-directed learning skills, greater ownership of and leadership in their education, and increased confidence and experience with virtual care. Some also reported a perceived increase in elements of emotional intelligence (e.g., self-awareness, empathy, and compassion). Conclusions: Trainees reported a variety of incidental learning experiences from working and training during COVID-19. Although some experiences were challenging, there was a perception that such experiences led to new learnings that were beneficial to one's professional development and future career, as well as implications for future training provided to trainees. While there was a reported shift in the culture surrounding postgraduate trainees' health and safety, respondents also described the need for additional support for postgraduate trainees' well-being during a pandemic.

Vernon Curran

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