Evidence map›Paper›PMID 35395796›Full record

ArticleBMC medical education2022

Lessons learned from a pandemic: implications for a combined exercise and educational programme for medical students.

Aubree Worobetz, Andrew O' Regan, Monica Casey, Peter Hayes, Mike O' Callaghan, Jane C Walsh, Enrique García Bengoechea, Catherine Woods, Deirdre McGrath, Liam G Glynn

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
0.5field-weighted citation impact, top 39% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 4 citations in OpenAlex.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors at 3 institutions in 1 country.

Aubree WorobetzSchool of Medicine and Health Research Institute, University of Limerick, Limerick, Ireland.
Andrew O' ReganSchool of Medicine and Health Research Institute, University of Limerick, Limerick, Ireland.
Monica CaseySchool of Medicine and Health Research Institute, University of Limerick, Limerick, Ireland.
Peter HayesSchool of Medicine and Health Research Institute, University of Limerick, Limerick, Ireland.
Mike O' CallaghanSchool of Medicine and Health Research Institute, University of Limerick, Limerick, Ireland.
Jane C WalshSchool of Psychology, National University of Ireland, Galway, Ireland.
Enrique García BengoecheaHRB Primary Care Clinical Trials Network, Galway, Ireland.
Catherine WoodsHRB Primary Care Clinical Trials Network, Galway, Ireland.
Deirdre McGrathSchool of Medicine and Health Research Institute, University of Limerick, Limerick, Ireland.
Liam G GlynnSchool of Medicine and Health Research Institute, University of Limerick, Limerick, Ireland. liam.glynn@ul.ie.
University of Limerick · IEOllscoil na Gaillimhe – University of Galway · IETrials Methodology Research Network · IE

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe 'MED-WELL' programme is a combined exercise and educational intervention designed to promote well-being among medical students and educate students about prescribing exercise as medicine in clinical practice. Due to COVID-19 public health restrictions of social distancing the 'MED-WELL' programme was offered online instead of in-person in 2021. The aim of this study is to compare the experiences of participants in the 'MED-WELL' programme online to those that previously participated in the same programme in-person to understand the student experience and optimize programme delivery.

methodsPurposive sampling was used to recruit 20 participants to a qualitative study using semi-structured interviews. Ten study participants took part in the 'MED-WELL' programme when it was offered in-person, and the other ten study participants took part in the programme when it was offered online. All interviews were audio-recorded and transcribed using Microsoft Teams. A combined inductive and deductive approach was used for analysis. An inductive thematic analysis was utilized to categorize data into higher order codes, themes, and overarching themes. The theory of online learning provided the theoretical framework for a deductive approach.

resultsAnalysis of the data produced five overarching themes: 'student-student', 'student-teacher', 'student-content', 'student-environment', and 'effects of a pandemic'. The first four themes detail distinct types of interaction that participants had with various entities of the 'MED-WELL' programme and the effects that these interactions had on participant experiences. 'Effects of a pandemic' refers to the context of delivering the 'MED-WELL' programme online during a pandemic and how this mode of delivery influenced participants and the programme.

conclusionsOptimizing the 'MED-WELL' programme relies on an understanding of how participants interact with different entities of the programme and are motivated to attend and engage. Participants tended to favour an in-person mode of delivery, however certain advantages of delivering the programme online were also identified. The findings from this study can be used to inform similar experiential and educational exercise interventions, and may help plan for potential future restrictions on in-person educational and exercise-based programmes.

Indexed as

COVID-19Education, DistanceStudents, MedicalExerciseHumansPandemicsCOVID-19ExerciseOnlinePhysical activity

Identifiers

PMID35395796
PMCPMC8990684
OpenAlexW4223600208

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.