med school covid essay

How to Discuss Coronavirus in Med School Essays

The key to addressing COVID-19 in medical school applications is an organized approach.

COVID-19 and Med School Essays

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Applicants may consider reflecting on current circumstances in a personal statement.

With changes taking place in virtually all industries across the U.S. as a result of the coronavirus pandemic, medical schools and applicants are also bracing themselves for the impact of this disease outbreak on the admissions process. Many students are anxious and concerned about the repercussions of school closures on their ability to put in a timely and strong application to medical school.

If you are among those applicants whose plans have been altered by recent events, you are not alone. Medical schools are aware that applicants have had to make adjustments to their plans, including taking courses online or postponing their MCAT test date.

If you have experienced changes to your education as a result of the spread of COVID-19, the disease caused by the novel coronavirus , your primary and secondary applications can serve as an opportunity for you to share these changes with medical schools.

In fact, AACOMAS , the American Association of Colleges of Osteopathic Medicine Application Service, specifically asks applicants to address how the pandemic has affected their plans. Some secondary applications also ask applicants to describe any events that have affected their education. You may even consider using your personal statement to reflect on current circumstances.

When writing about COVID-19 in your medical school application, it's important to stay organized. Consider covering one or more of the following areas as they relate to you:

Clinical and research experiences.
Outlook on medicine.

If you were enrolled in college classes this spring, chances are your coursework was moved online. Some schools have also changed grading systems, allowing students to opt for a pass-fail grade.

If these changes apply to you, consider how they affected your academics and share the impact with the medical school admissions committee. If you decided to continue taking classes for a letter grade despite having the option of choosing pass-fail, you could let schools know. This shows that you were motivated to work hard and excel despite the challenges you had to face.

You can also write about how changes in coursework have affected your applications to medical school. For example, some students report that it has been harder to ask professors for letters of recommendation . In the absence of in-person office hours, lectures, seminars and labs, they find that it is more difficult for professors to get to know them substantially and write strong letters. If this is the case with you, it may be worth explaining in your application.

If you are among the pool of medical school applicants whose MCAT has been postponed because of testing site closures, you can use the application to inform the admissions committee of this change. If you were intending to take the MCAT in April but have to wait until July, let the medical schools know that your original plan was to take the test early.

Clinical and Research Experiences

Many students have had to cut short clinical volunteer work. Others have had to halt their research in laboratory or hospital settings. It is good to explain such changes in your application. When doing so, provide details.

For example, if you had been volunteering at a hospital for five hours a week for the last nine months and were slated to continue that work in April and May, calculate the number of hours you would have accumulated in those two months and indicate to the admissions committee how many fewer hours you will have as a result of changes.

Similarly, if you were involved in a research project that was close to producing some results or if you were planning on presenting your research at a seminar or conference, it is worth letting the committee know how such plans were affected.

Outlook on Medicine

In addition to the above, it may be worth reflecting on how this pandemic has affected your outlook on life, your career and the medical profession. By thinking about these issues and sharing your reflections in your medical school application, you can help the admissions committee get a better sense of who you are.

For some, this may be a very personal experience. One of our students wrote in her essay about losing her grandfather to COVID-19. She went on to explain that her grandfather always valued a higher education and described how his loss further motivated her to pursue a medical education to keep his legacy alive.

Even if you have not had the direct experience of losing a loved one to COVID-19, or have not had someone close to you fall ill to this condition, you can share your outlook. For example, has the pandemic influenced your view on the roles and responsibilities of health care providers? What have you learned about the disparities in health care as you examine the current situation we face? How has your motivation for medicine increased because of the stories of loss and pain that we hear about every day in the news?

As you reflect on these questions, consider reading reliable news outlets for analysis on the various issues relating to this global public health problem. For example, one student shared in her medical school application that in witnessing COVID-19's disproportionate impact on minority populations , she has become more motivated to work with these populations as a future physician.

Keep in mind that while COVID-19 may have had an important impact on you, it should not constitute the entirety of your essay or application. How much you write about it and exactly where you share the information will depend on your application. You may devote a paragraph to it in your personal statement, use space allotted specifically to this question in the primary application such as AACOMAS or mention it in your secondary applications where relevant.

However, as you describe how the pandemic has affected you, do not neglect to mention the many other ways in which you have prepared for medical school before this unforeseen event.

Medical School Application Mistakes

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Tags: medical school , graduate schools , Coronavirus , education , students

About Medical School Admissions Doctor

Need a guide through the murky medical school admissions process? Medical School Admissions Doctor offers a roundup of expert and student voices in the field to guide prospective students in their pursuit of a medical education. The blog is currently authored by Dr. Ali Loftizadeh, Dr. Azadeh Salek and Zach Grimmett at Admissions Helpers , a provider of medical school application services; Dr. Renee Marinelli at MedSchoolCoach , a premed and med school admissions consultancy; Dr. Rachel Rizal, co-founder and CEO of the Cracking Med School Admissions consultancy; Dr. Cassie Kosarec at Varsity Tutors , an advertiser with U.S. News & World Report; Dr. Kathleen Franco, a med school emeritus professor and psychiatrist; and Liana Meffert, a fourth-year medical student at the University of Iowa's Carver College of Medicine and a writer for Admissions Helpers. Got a question? Email [email protected] .

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How to Write About COVID-19 in Your Medical School Personal Statement

Don’t Make Your Personal Statement All About COVID

COVID-centered personal statements are sure to inundate current and future admissions cycles. The pandemic has indelibly altered public health, virology studies, the forms and pace of medical education as well as life in general.

Since your medical school admissions readers are likely also physicians treating COVID-19 patients and guiding the community toward best practices for reducing transmission, there’s not a lot they haven’t already heard about the virus. They likely teach on campuses that suspended instruction or shifted it online last year and are well aware your MCATs were canceled or moved. They may even know first-hand how much more help is needed around the house back home, including consoling folks who are afraid of the vaccine for a variety of reasons.

That’s why it’s all the more important for your medical school essay to illustrate a life that centers on you.

Show Instead of Tell to Illustrate Your Story Personally

The applicant’s life should be the main idea of the personal statement, even though COVID can play the role of literary foil. COVID is an unfortunate part of your daily life, but you can still keep your personal statement about yourself, not the pandemic. This way, you allow your reader to feel the aggravation and doom of these moments while enabling you to emerge as the story’s main character. Don’t just “tell” your story. “Show” your story. See what I mean.

Telling – “COVID disrupted my MCAT.”

Note: Can you write about this in a more personal way?

Revised to Showing : “My phone vibrated with a notification that the MCAT was canceled. And here’s what I did to overcome that obstacle.”

Telling – “Among the public are vaccination skeptics.”

Note: Who from the public have you talked to and what was the history and context of their medical fear?

Revised to Showing – “Grammy and I had a looooong conversation about her grandmother’s flu from the 1918 pandemic .” Then compare and contrast the public’s reaction between then and now, and the importance of vaccinations.

Telling – “I’ve been taking care of my little brother and my father.”

Note: What was asked of you? How did you respond?

Revised to Showing – “From his basement lair, my dad hollered, ‘Test tomorrow! Place Values and Number Sense!’ I searched upstairs for my little brother who was hiding from Math under all the laundry. My dad’s in quarantine, the dairy’s in the snow. And Paris in springtime means I’m Mom now while blackouts are rolling through Texas.”

When you show the core competencies suggested by AAMC , you create a picture for your reader to visualize how you could be an excellent physician in a way that makes your personality shine through.

You: Resilient and adaptable at a push notification’s notice.

You: E thical and moral with the vulnerable.

You: Taking on extra responsibility. COVID is still prevalent, just decentered because yours is a story about teamwork.

Set COVID-19 as the Supporting Character in Your Personal Statement

Set the scene with the pandemic details that help you tell your story.

If your narrative anecdote is about ice hockey team practice, let it be that. Surely there are NHL COVID protocols the team has made and adjustments to uphold, whether it’s “minimize handshakes, high fives and fist bumps” or (courtesy of Highly Questionable on ESPN) “don’t lick opponents in the face.”

These are the details that should provide context and are important for illustrating life distinctly to ensure you haven’t stated the obvious or something that other applicants have already covered. Since it’s about you, personally.

Another way to include COVID in your story is to consider how it relates to your work in STEM. For instance, Scientific American rendered COVID in 3D . Maybe you have similar accomplishments you’d like to showcase. In your personal statement, include some of the technical details of the project but focus on what it was like to work with your lab partners and perhaps highlight your own sense of reliability and dependability.

A whopping topic like COVID-19 has the capacity to overshadow even the best pre-med if allowed to dominate an essay.

Customary topics and redundant statements will undercut what the Personal Comments Essay is designed by AAMC for you to be able to do. See their Application Guide to see how you can distinguish yourself from other applicants .

Make your essay all about you and write the daily life details that make your story personal. That will get you accepted, and hopefully, we can put the pandemic behind us.

If you’re still feeling stuck on your personal statement or want expert feedback on an existing personal statement, check out MedSchoolCoach. With MedSchoolCoach, you get the benefit of working with a professional writing advisor to help you develop your essays into a great application. 98% of students who used MedSchoolCoach last year to develop their personal statement received at least 1 interview invite.

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November 19, 2020

How to Answer Med School Questions about COVID-19 and Other Major Events of 2020 [Video]

2020 has been a dark, dismal year, but as it draws to a close there’s light at the end of the tunnel. A vaccine is on the horizon. The election is behind us. Maybe, just maybe, we’ll soon be able to gather, hug, meet, and travel. Maybe we’ll be able to largely return to the lives we were leading before “pandemic” became a household word and hand sanitizer became a valuable commodity.

Even when that vision becomes reality, and I certainly hope it does soon, as a med school applicant you are likely to face questions about how the pandemic and the events of 2020 affected you. I created this video to help you answer those questions with confidence.

How can medical school applicants respond to questions about COVID and the other major events of 2020?

Yes. It’s been a crazy year. I’m recording this at the very beginning of October 2020, and I’m almost going to guarantee that you’re going to have questions about COVID and the other major events of 2020. If you haven’t already had them on the secondaries, you can count on them in your interviews. Most of your responses will have, and should have, two major elements to them. And I’m going to go through giving several examples, both for corona, for the social unrest following George Floyd’s killing/death in custody, and for the election that’s upcoming as I’m, again, recording in October.

Let’s first deal with coronavirus and COVID . Everybody’s been negatively affected by corona, okay, whether they’re just dealing with restrictions and the need to wear masks (notice nobody’s with me). But many people have been much more seriously affected, dramatically affected. There’s always a possibility that you or a family member got the disease and were seriously ill as a result. And perhaps you even, I hope it’s not true, but maybe you even lost a close family member to COVID.

There’s the possibility that you or a close family member were furloughed or laid off or had your income seriously cut because of COVID. Maybe you couldn’t get the clinical exposure or the volunteer experience that you really hoped to do since March – and that’s a big gap in your application. Maybe you feel like you’re stagnating either in school or at work, and you’re unable to do in-person or graded classes. Maybe the promotion that you were hoping for, or the job that you were hoping would come through, hasn’t come through because of COVID-related cutbacks.

So that’s one way in which you were affected, but there’s another way that you were affected because as the problems and difficulties have increased as a result of COVID, there’s also the opportunity to solve or lessen the impact of those problems and difficulties. And that’s an opportunity. That’s an opportunity for you to respond and innovate and initiate, lead and contribute.

So how have you assisted the vulnerable ? Have you started a program or organized people, resources, technology to assist those who are shut in, those who are vulnerable and can’t go to the store so easily? Have you taken the initiative to either visit people who are lonely and cut off, alienated really because of COVID? Or to organize a system, to visit them and provide companionship, or maybe shop for them? Are you perhaps making a concerted effort to help hard-hit populations like African Americans, Hispanic Americans? Those populations have been very, very hard-hit. Or to advocate on their behalf?

Speaking of advocacy, that leads directly to the social unrest and the country’s focus on racism in the wake of the George Floyd killing. Again, the first question is how were you personally affected by these events? Maybe you were so horrified at the videos that you saw that you participated in personal protests. Maybe you or a family member own a business that was damaged by the social unrest. Maybe you feel that you have been a victim of racist policing or policies in the past. Okay, so that’s how you’ve been affected. Now, the question is what have these experiences motivated you to do?

Well, there’s the possibility of participating in protests. Maybe you’ve decided that you’re going to make equity and inclusion more of a focus on the job if you’re already working or, if possible, in whatever role you have on campus. Maybe you’ve decided as a result of these events that you want to examine the role of racism and race relations in the United States, since its founding through today. Maybe you’ve become politically active in response. Maybe you’ve decided to contract or hire companies headed by, or individuals who are, underrepresented minorities, as your effort to contribute to reduction of racism. And maybe you are a member of an underrepresented minority who’s decided to combat racism through excellence. There are many, many who’ve done that.

And then the third major event of this year, if we don’t have enough is, of course, the election. As I’m recording this it’s October 2nd, the election is still a month away. I’m not going to get into the candidates. I’m not going to get political here at all, but the election again is a major event here in the United States. Are you getting involved in “get out the vote” efforts? Are you perhaps participating in fundraisers or organizing a fundraiser for a particular candidate or cause? Are you taking an active role in some cause? Again, advocacy is something that medical schools increasingly want to see, not so much as a requirement, but as a nice-to-have in medical school applicants.

In conclusion, when you’re responding to questions about this tumultuous year, this year that we all can’t wait to end, your answer really can have two components. One, how were you affected? How are you an object of these events? In other words, “My classes were canceled and I couldn’t do XYZ.” It was completely out of your control.

The second question though, is how did you respond to these events? Did you take your free time and do something constructive or simply use more of your Netflix subscription? The former is what schools are going to be impressed with. How did you respond? Did you become a subject in the story? Somebody making things happen and a contributor and innovator? Did you show, did you demonstrate a commitment to service, a dedication to service? Because that is the essence of medicine. Good luck with your applications.

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How the COVID-19 pandemic has changed med school

NPR's Adrian Florido speaks with Dr. Catherine Lucey, vice dean for medical education and professor of medicine at UCSF, about how COVID-19 has changed the way future doctors are trained.

ADRIAN FLORIDO, HOST:

If you've been to the doctor or to a hospital since the start of the pandemic, you've surely noticed that the way we get medical treatment has changed. And so it might not be a surprise that training and education for the doctors treating us is also changing. That's because new doctors are entering a health care landscape so vastly different from what it was just two years ago, facing concerns about their own health and safety, stressful working conditions and patient skepticism.

We thought it would be a good time to talk about how the pandemic is changing medical education, so we called Dr. Catherine Lucey. She's the vice dean for education at the University of California San Francisco Medical School, where she's also a professor. Dr. Lucey told me the pandemic has already ushered in lots of changes in medical education, and that's partly because the virus is also changing the kinds of doctors we need.

CATHERINE LUCEY: People are really rethinking what the workforce needs to look like. I would say that one of the things I was most proud about as being a member of the medical profession in academic medicine was how well individual physicians responded to the pandemic. They rolled up their sleeves. They left their families. They did everything they could to respond as an individual or a member of a team to make sure that people in their environments could get the care they needed during this pandemic. And whether that was through research that they were doing or patient care or teaching, the - their efforts were extraordinary and invaluable.

And one of those efforts that highlighted, I think, a real gap in our workforce strategy as a group of medical education organizations, meaning medical schools and the organizations that regulate, accredit, supervise, those types of things, was the tremendous problem with lack of access in many communities to any types of physicians. One of the things we've been talking a great deal about in the medical education circles is the need for a national workforce plan for physician - the physician workforce. We need a structure that engineers a system that guarantees that everyone in the United States, regardless of where they live or who they know or what power or privilege they have, has access to the type of a physician that we'd choose to care for somebody that we loved. We don't have that yet. And it would be an amazing world if - and the pandemic would have been different if every community had access to physicians who they trusted.

FLORIDO: I'd like to ask you about how you see medical school programs changing to address and prepare physicians for the rampant spread of skepticism and hostility toward things like vaccines and often toward, you know, medical practitioners themselves.

LUCEY: You know, in the past, I think, perhaps in the 20th century, the model physician had this sort of, you know, very modulated effect, never talked about politics, didn't have strong opinions about things. And what I think we need to see as a result of this pandemic is much more advocacy at the level of government - state governments, local government, federal governments - for social change that would benefit the health of all of the members of the United States. And I think things like, for example, advocacy around the need for a much stronger public health infrastructure is going to be really critical going forward.

The public health medical enterprise sort of separated them - what they call the great schism - about 50 years ago. And that devastated public health. And I think we need to overturn that. I think a big issue is not only the interpersonal cultural humility that is needed to teach our residents and our students, but the social advocacy for better social systems that would eliminate the need for a catch-up during situations of pandemic.

FLORIDO: Are medical school curriculums already set up to sort of address - to prepare doctors for when someone comes in and says, no, I don't believe that that vaccine or that procedure is going to help me? And are those parts of the curriculum being revamped?

LUCEY: Yeah. So I think the answer is really no. I mean, for a long time, you know, the old phrase is, trust me, I'm a doctor. And I think this wave of skepticism, scientific skepticism, really took people by surprise. And this idea of, trust me, I'm your doctor, I think we can no longer take for granted. Trust has to be earned. And I think what we see in today's environment is that people are trusting individuals who they think relate to them better and have more respect for them. And I think we, as physicians, need to recognize the challenge in front of us.

We haven't been as effective at creating those respectful, trustful, trustworthy relationships. And I think a real focus on trust, for example, as the American Board of Internal Medicine Foundation has focused on for the last couple of years is going to be essential to our success going forward - and not just trust with people who look like us or who vote like us, but trust in every encounter that we have, which means being open to hearing and listening, being curious, being humble, being respectful and creating the environment in which people can share their concerns and fears and we can look for an opportunity to meet in the middle.

FLORIDO: What are your students telling you? Are they excited to graduate and get out there and start working? Are they nervous, given, you know, the political and social environment that we find ourselves in? What are they telling you?

LUCEY: They're excited. Our students are wonderful. Our students, our residents, our fellows, the next generation of medicine is going to be just fantastic. And it's going to move with much greater speed than we thought was ever possible. I think that's one of the things the pandemic showed us. When you have a sense of urgency, things that you never thought were feasible, you can actually do overnight. And this generation that's coming through now, I think, is purpose-driven and compassionate and impatient, appropriately impatient. They want to see the changes that need to be made in medicine to meet all communities, particularly those that have been marginalized in the past, where they are and work with them to build a better framework for health and a framework for society in which everyone has opportunities to succeed.

FLORIDO: That's Dr. Catherine Lucey. She's the vice dean for education at the University of California San Francisco Medical School. Dr. Lucey, thanks so much for your time.

LUCEY: Thank you very much for having me. And have a happy new year.

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Duke University School of Medicine's researchers - working with physicians, nurses and providers on the front lines of the pandemic - have rapidly translated innovations from bench to bedside. Duke has participated in the roll out of hundreds of clinical trials, many developed and launched here, to fight COVID-19. Consistent with its history, Duke is leading and contributing at a local, national and international level, and partnering with clinical and scientific colleagues all over the world to share resources, knowledge and experience to battle the pandemic.

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2024 AMCAS® Updates and FAQs

New section.

2024 AMCAS® Application Update Overview

• The self-reported "Disadvantaged Status" question has been replaced with "Other Impactful Experiences" with new corresponding help text.

• The Work/Activities section has a new experience type called "Social Justice/Advocacy."

• A drop-down has been added within the Institutional Action question to include categories for "Conduct" and "Academic" or “Both.”

• An optional field has been added to indicate an upcoming AAMC PREview® exam registration date.

• The "Other" labels for pronoun and gender identity have been updated.

• Additional text was added to the essay prompts and certification statement to clarify language around essay submissions.

Self-Reported Disadvantaged Status Question Update

The self-reported disadvantaged status (SRD) question in the American Medical College Application Service (AMCAS) application was created over a decade ago. The question was designed to provide medical school applicants an opportunity to describe aspects of their background and experiences that may not be easily presented in other parts of the application. It was also intended to provide admissions committees with information to better understand the context of an applicant’s journey and to assist with mission alignment through holistic review.

In 2019, the AAMC became aware of research highlighting some limitations of the question (e.g., unclear guidance, negative reactions to the term “disadvantaged”). As a result, a working group comprised of AAMC staff and admissions leaders from MD-granting medical schools explored the appropriateness of the current wording and of the guidance provided for the question itself in the AMCAS application to determine whether it should be revised.

Between spring 2020 and winter 2021, this group used qualitative (i.e., interviews with medical school applicants and admissions officers) and quantitative (i.e., years of AMCAS applicant data) methods to examine how applicants interpreted and responded to the SRD question in the AMCAS application. Results confirmed that many applicants were confused by the instructions, typically wrote about financial aspects of disadvantage only, and that many felt demeaned by the term “disadvantaged.” However, admissions officers and applicants also saw value in the intent behind the question and the opportunity for it to provide rich contextual information about an applicant’s journey and how their lived experiences align with schools’ missions and/or the communities they serve.

As such, the working group recommended the question be retained but revised to use updated terminology and to improve instructions and guidance to applicants. Similar versions of the final updated SRD question were piloted with the Summer Health Professions Education Program and in the supplemental Electronic Residency Application Service® (ERAS®) application, which both received generally positive feedback from applicants and decision makers.

Social Justice/Advocacy Experience Type Update

Early in 2020, several admissions deans contacted the GSA Committee on Admissions (COA) to request a community conversation about the role of social justice, advocacy, and civic engagement in medical school admissions processes.

In response to evident interest from the admissions community, COA conducted a survey of admissions officers in the fall of 2020 in which the majority of respondents supported adding “Social Justice/Advocacy” experiences as a categorical option within the Work/Activities section of the AMCAS application. COA shared these results with the AMCAS Advisory Committee (AAC).

After a workshop at the 2021 AAMC GSA-OSR Spring Meeting, an ad hoc working group of U.S. medical school admissions and diversity deans formed the Social Justice in Medical School Admissions Working Group. The working group was convened to further explore the value medical schools place on advocacy and social justice and how this is ascertained and assessed during the admissions process.

The group explored a perceived need by admissions officers for improved/explicit opportunities for applicants to describe these activities and experiences in the AMCAS application, especially as they relate to social justice issues in our society.

Working Group Outcomes and Recommendations

An initial objective of the working group involved developing an AAMC-supported document to assist admissions officers and committee members with creating opportunities for applicants to share how they have helped to address systemic societal inequities and injustice in the secondary application and/or interviews.

The working group then set out to determine if medical school applicants and/or first year medical students shared a similar interest as admissions officers in improving how they share information about their activities and life experiences. Six schools – ranging in class size, institution type, and location – participated in soliciting this information and had significant agreement among the students who were surveyed about adding “Social Justice” as a new activity category to the AMCAS application.

The group supported the AAMC providing explicit opportunities for applicants to share activities and life experiences related to advocacy and social justice in the application. These findings and final recommendations were presented to the AMCAS Advisory Committee, and the committee endorsed adding “Social Justice/Advocacy” as a new categorical experience type to the Work/Activities section of the AMCAS application.

Medical schools are continuing to assess their admissions policies and processes in recruiting a future physician workforce who will help to further address these complex and complicated issues and solutions within their communities.

Self-reported Disadvantaged Status Question Update

Supreme Court Decisions on Race-conscious Admissions

How will the question be updated in the AMCAS application?

Beginning in the 2024 AMCAS application cycle, the self-reported disadvantaged status question will be replaced with a question, Other Impactful Experiences ( see complete question and corresponding help text ). Revisions to the question were guided by research and include:

Updated terminology to avoid unintentionally offensive language (e.g., removing “disadvantaged”)
Improved instructions and examples to improve clarity for applicants and to assist them with providing information that is valuable to admissions officers (e.g., responding “yes” and providing an essay are optional, a more explicit definition, and examples of prior experiences that are relevant)

How should medical schools use the question?

The Other Impactful Experiences question in the AMCAS application is designed to help promote holistic review by providing admissions officers with a snapshot of applicants’ lived experiences. It will help contextualize other aspects of the applicant’s experiences and/or identify applicants whose lived experiences align with the school’s mission and/or the communities they serve.

Is there guidance for applicants about if or how they should answer this question?

This question is designed to give applicants the opportunity to provide additional context about the challenges they may have experienced during their lives.

This question is intended for those applicants who have had impactful life experiences and who have faced or overcome challenges in a variety of areas such as family background, financial background, community setting, education, religion, or other life experiences. The experiences described can be from any point in an applicant’s lifetime and do not need to be related to the field of medicine or health care. Medical schools do not expect all applicants to answer “yes” to this question and providing an essay to this question is optional. Some applicants may not have experiences that are relevant to this question. Other applicants may not feel comfortable sharing this level of personal information in their application.

How does information gathered from this question compare to information collected elsewhere in the application?

There is no particular way to prepare responses to this question compared to information collected elsewhere in the application. For some applicants, their impactful experience(s) may be core to their personal and professional goals, so they may want to weave it into other parts of their application. For other applicants, their impactful experience may provide important contextual information but is not central to their professional goals, so they may want to emphasize other information in their personal statements or other parts of the main AMCAS application while still answering this question.

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A qualitative analysis of third-year medical students’ reflection essays regarding the impact of COVID-19 on their education

Erin l. kelly.

Department of Family and Community Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, 1015 Walnut Street, Curtis Building, Suite 400, Philadelphia, PA 19107 USA

Allison R. Casola

Kelsey smith, samantha kelly, maria syl d. de la cruz, associated data.

The datasets generated and/or analysed during the current study are not publicly available due to the data not being cleaned of information that may inadvertently identify participants but are available from the corresponding author on reasonable request.

The COVID-19 pandemic fundamentally changed every aspect of healthcare delivery and training. Few studies have reported on the impact of these changes on the experiences, skill development, and career expectations of medical students.

Using 59 responses to a short reflection essay prompt, 3rd year medical students in Philadelphia described how the COVID-19 pandemic affected their education in mid-2020. Using conventional content analysis, six main themes were identified across 14 codes.

Students reported concerns regarding their decreased clinical skill training and specialty exposure on their career development due to the loss of in-person experience during their family medicine clerkship. A small number felt very let down and exploited by the continued high cost of tuition while missing clinical interactions. However, many students also expressed professional pride and derived meaning from limited patient and mentorship opportunities. Many students developed a new sense of purpose and a call to become stronger public health and patient advocates.

Conclusions

The medical field will need to adapt to support medical students adversely impacted by the COVID-19 pandemic, from an educational and mental health standpoint. However, there are encouraging signs that this may also galvanize many students to engage in leadership roles in their communities, to become more empathetic and thoughtful physicians, and to redesign healthcare in the future to better meet the needs of their most vulnerable patients.

The COVID-19 pandemic significantly disrupted medical education. Globally, many undergraduate medical schools suspended in-person classes and clinical rotations and shifted to asynchronous/synchronous learning platforms and telehealth appointments to keep patients, practitioners, and students safe [ 6 ]. This fundamental shift in the structure of medical education has had potential to enormously impact the foundational activities that guide and shape physician skill sets (e.g., in-person patient interaction, observation of physical exam skills, hands-on clinical assessment, bedside teaching). Third-year medical students, in particular, have faced a loss of clinical time and patient interaction in the crucial year of core clinical clerkships [ 2 , 6 , 11 ]. During the third year of medical school, students are exposed to different clinical rotations with the expectation that they will use these experiences to inform their selection of a specialty. Less clinical time translates to decreased exposure to fields of interest, fewer opportunities to hone clinical assessment, and less one-on-one guidance and mentorship.

Several previous COVID-19 studies focused on medical students’ views of the impact of remote learning on their education [ 6 , 10 , 11 , 13 ]. Second-year students reported the negative impact that remote learning had on their preparation and training, particularly with regards to the United States Medical Licensing Examination (USMLE) Step 1 examination and learning clinical skills [ 13 ]. Clinical educators fear that socially distant learning processes and specialty selection will have long-lasting impacts on students’ skills, empathy, and career development [ 14 ]. However, many editorials also illustrate educators’ desires to find a “silver lining” in the chaos, such as the benefit of virtual learning platforms and telehealth, the necessity of integrated public health education, and students’ extraordinary display of adaptability [ 5 , 9 , 16 ]. Perhaps even more concerning, however, is the underexplored loss of skill and career development experienced by third-year medical students during this pivotal period of clinical education. In a recent scoping review conducted by Daniel et al. [ 4 ], most undergraduate medical education research focused on surgical students, and none included those in family medicine clerkships [ 4 ]. Thus, the goal of the present study is to understand the effects of the COVID-19 pandemic on U.S. third-year medical students’ experiences of education, skill development, and career expectations through qualitative analysis. The third year of undergraduate medical education is truly foundational for clinical skill development and specialty exposure and selection. These students could feel the enduring impacts of COVID-19 in a manner distinctive from their peers. Findings from this work will explore how COVID-19 impacted the daily structure of medical education during this critical juncture.

Participants included two cohorts of third-year medical students completing their Family and Community Medicine clerkship at a large, private medical school in an urban northeastern city in the United States. For a brief period, April 13th, 2020 through June 15th, 2020, all medical students university-wide shifted to completely virtual learning. This institutional change resulted in requiring students to complete an 8-week “Clinical Continuum Course” and a 1-week “Transition to Clerkship” before returning for in-person clinical duties. In-person research and hands-on clinical learning resumed in mid- June with new institutional guidelines designed to benefit student learning while also maintaining safety precautions for COVID-19.

Cohort 1 ( n = 29) was from June 15th to July 15th 2020 and Cohort 2 ( n = 30) was from July 20th to August 21st 2020. Cohort 1 (C1: Mean Age = 25.8, SD = 1.74; 12 male, 17 female) Cohort 2 (C2: Mean Age = 25.3, SD = 1.27; 18 male, 12 female). The race/ethnicities of the 2020–2021 medical student class are 64.3% White, 24.2% Asian, 6.5% Other, 2.5% Black or AA, 2.2% choose not to disclose, 0.4% Pacific Islander. 89.1% are not Hispanic, Latino, Spanish. Five students did not respond for a response rate of 92% ( n = 59/64).

As part of the Family Medicine Clerkship, all students are required to complete a Quality Improvement and Health Disparities Project. Students complete asynchronous online lessons on the fundamental principles of quality improvement, how to complete a Plan-Do-Study Act cycle (a model for implementing a change process), an introduction to a Community Health Needs Assessment, and a 1-1.5 hour module on health disparities in a vulnerable population of their choice (homeless, veteran, and immigrant/refugee). During their six-week Family Medicine rotation, the students must choose a process that needs improvement in health care and apply their knowledge gained regarding quality improvement and population health. The students provide a visual model of their quality improvement intervention through a process mapping assignment. They are also asked to complete a reflection assignment, which includes a discussion of how their quality improvement intervention will impact vulnerable populations. As part of a larger 10-item short essay reflection assignment that comprehensively evaluates their medical experiences and their perceptions of their patients’ social determinants of health and healthcare, students responded to the prompt: “Describe how COVID-19 has affected how you view your medical training.” Essays were between 175 and 250 words and submitted online via CANVAS at the conclusion of the clerkship rotation. The Institutional Review Board of Thomas Jefferson University determined that this study was Exempt from IRB approval and granted a waiver for consent (IRB 2405; Protocol 17E.486). All students practice reflection essay responses starting in the first year of medical school training. In the first year, students are taught to describe their experiences, then evaluate (strengths, areas for improvement, feelings, and assumptions), analyze the impacts on them personally and on the broader field, and to develop action plans, which reflects the main principles of the Integrated Reflection Cycle [ 1 ]. Students continue the practice of reflection essays in the second year of medical school, so by their third-year clerkships, they have had significant prior experience with reflection skills and techniques.

Four authors (2 with PhDs, 1 with an MD, and 1 with a BA) reviewed each transcript, highlighted key passages, and made notes of potential themes in the margins to develop the preliminary basis of our codebook per the process recommendations of Huberman and Miles [ 8 ]. We developed codes that were derived from the data (open coding) and modified them through consensus before and during our coding process while using a content analysis approach [ 7 ]. All the research team members had experience with qualitative study development and coding and had diverse training backgrounds, with degrees in psychology (PhD), public health (PhD), family medicine (MD), and anthropology (BA). After collaboratively coding 10 responses, the codebook was further refined, and 14 codes were used for analysis yielding 6 main themes (see Fig. 1 ). Two independent coders reviewed each response, and the team reconciled all coding disagreements. Analysis included monitoring of whether there were differences across the cohorts for any domains. A fifth author (with a MA in East Asian Languages and Civilizations assisted with the thematic analysis. NVivo software (version 12) was used to manage and code data. All research team members completed a series of analytic memos of the original 14 codes and synthesized them collaboratively onto the six major themes.

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Summary of codebook refinement and final theme determination

Main themes

Overall, while students identified that their education was negatively impacted, didactically and clinically, both short and long-term; many noted that these experiences helped them to reflect on the profession, and their place within it. Six main themes were identified: infection fears, negative feelings of impact on education/exams; loss of skill development; adaptability; perspective change and finding meaning; public education and advocacy. Illustrative quotes are presented in Table 1 .

Illustrative Quotes of the Six Main Themes

Fear about infection

Interestingly, student concerns about COVID-19 infection were uncommon. Only one student described his/her disappointment in the medical field for failing to provide adequate PPE for staff and anger that healthcare workers were silenced for speaking out about being endangered due to this. A small number from both cohorts discussed their fears of becoming infected with COVID-19 personally, which consequently increased their stress, anxiety, and impaired concentration. Two students expressed concern about potentially spreading the COVID-19 infection to family or friends and how that impacted their decisions to be around their families. While these students detailed their fears only, one student found a way to make this a meaningful learning experience by increasing awareness of their body language, tone of voice, and facial expressions for creating better rapport with patients.

Negative feelings of impact on education/exams

Many students conveyed frustration, dissatisfaction, and even anger regarding the adverse impact of COVID-19 on their medical school education. Students from both cohorts expressed this dismay as frustration over having their board exams delayed or rushed, losing clinical time with patients, and receiving less one-on-one attention/guidance from instructors. The same students also discussed their concerns about the limits of virtual courses, how larger cohort sizes of rotations adversely impacted their instruction quality (due to students’ rescheduling and delay of clerkships), and the overwhelming fear that their “ medical education is not good enough for [them] to become the doctors that [they] want to be in the future ” (C2 R19). These worries resulted in a few students directly discussing their anger that their tuition price point had remained the same despite the decrease in quality of their training, leaving them feeling exploited and anxious about their futures. Additionally, while many solely focused on detrimental changes seen in their own education, a few identified the larger causes of these changes, like the economic chain of personal protective equipment distribution. Some respondents also identified the impacts of COVID-19 on student expectations and requirements. Two students expressed that balancing rescheduled exams with rotations was extremely stressful, while several others across both cohorts discussed how quickly they had to adapt to shifting to virtual instruction, learning new protocols, and adjusting to a new reality of medical education.

Loss of skill development

Most students viewed the scarcity of in-person training as detrimental for skill development, leaving some apprehensive about their future careers as physicians. Although the vast majority of students (14 C1, 20 C2) remained positive regarding their experiences, focusing on the safety of themselves and patients, many also noted less face-to-face interaction impaired their ability to build patient rapport. One student noted that :“The limits on patient contact are unfortunate but necessary for our and our patients’ safety.” (C1 R13).

Several students (4 C1, 2 C2) expressed dissatisfaction with online education as a substitute for clinical experience, stating “in all there is a decreased amount of quality teaching time due to the lack of clinical time.” [C2 R16] This lack of clinical experience and shortened rotations contributes to a decrease in skill development and specialty exposure, creating fear of long-term issues for career advancement as physicians, even if disruptions were short.

One less week could mean the difference from exposure to a rare surgery that may make you want to join a field of medicine that you were otherwise thinking that you did not want to do. [C2 R3]

Concerns about their loss of skill development intertwined with their concerns about their future careers. Many students expressed that COVID-19 created negative feelings toward their future, and several students (largely from Cohort 1) expressed concerns about their career development (…“ ultimately, I feel like my potential is being limited a ton .” [C1 R14]); with most linking this to their own and other students’ lack of clinical training opportunities posing issues for the field long-term. In a few cases, students’ fears regarding their preparation led them to question whether they should remain in medicine.

Need for adaptability

A little less than half of students noted adaptability as a requirement for the medical field and for students themselves, and this perception did not differ across the cohorts. The greater preponderance of responses focused on individual adaptability while a few acknowledged how both individuals and systems were affected.

Medical training during the time of COVID-19 is a lesson in flexibility. In fact, I would argue that the entirety of 2020 has been a lesson in flexibility. The past 6 months have been unimaginable and unpredictable, and as such, we've had to pivot in our daily lives and make major adjustments to education delivery. (C2- R26)

Some described practical lessons learned, such as adapting to novel or dynamic health care settings and becoming flexible and comfortable with uncertainty. Several students remarked on the medical system’s adaptability but noted it in separate ways. For example, two students focused on its ability to adapt quickly and effectively to new protocols and challenges, while three students focused on the adoption of telehealth. A couple of students were proud to see how physicians stepped up in the face of COVID-19 while others described adapting new ways of interacting with patients and developing meaningful connections, with implications for their approach to clinical care in the future.

Perspective change and finding meaning

Despite the many adverse effects of the pandemic on their education, most students from both cohorts cognitively reframed their experiences to find deeper meaning in their experiences or discussed how their perspectives had changed in positive ways. However, there was considerable range in the students’ areas of focus. Some students reflected on how they will change their approach to training, patients, and medicine, whereas others considered how it reshaped their perspectives on the medical field and the roles of physicians in society.

Primarily, students in Cohort 2 discussed perspective changes regarding their training, including how COVID-19 helped them to develop skills beyond what they would have learned in didactic training --the need to adapt, manage uncertainty, maximize each moment, value skills beyond clinical treatment alone, and face their future in medicine fearlessly.

Some students juxtaposed their appreciation for developing new skills and perspectives against the backdrop of their decreased skill development or time in clinic. As noted by one student,

COVID-19 has made it harder to meet the quantity of clinical experiences (less face to face time with patients), but I have counterbalanced this by focusing on the quality of my time with patients. (C2 R11)

A small subset of students found new appreciation for the values of paying attention to their interactions with patients, such as “ I also appreciate how much extra information a physician or student can get about a patient from physically observing affect, posture, etc. ” (C2 R2). This manifested as seeing the importance of building patient connections, the benefit of in-person care to foster face-to-face interactions, and the need to pay attention to tone of voice, body language, and general facial expressions to ensure the best patient connection possible.

A smaller number of students also discussed how the pandemic changed their perspective on the need for systematic healthcare changes including greater attention to health disparities and the importance of team-based care in a health system. It also changed some students’ perspectives on the value of public health education, as several students in Cohort 1 commented on the significance of public health perspectives and initiatives.

Desire to be public educators/advocates

Many students, predominately in Cohort 2, described an urgent need for physicians to educate the public in ways that are more approachable. Four students emphasized the role of physicians as health advocates, as illustrated by one student that “ it is our job as physicians to advocate…with a ferocity ” (C1 R24). These students discussed that medical trainees need to mobilize to influence the community, advocate for healthcare delivery, address social determinants and gain additional resources for vulnerable populations, and to “ think more about how to work past conspiracy theories with patients ” (C2 R28). Another student stated that future generations of physicians have a responsibility to improve health care and need to use quality improvement tools and concepts to accomplish this.

In their reflection essays, the third-year medical students described the significant impacts that COVID-19 had on their clinical education and on their perspectives about the field of medicine. Many students primarily focused on how the COVID-19 pandemic negatively affected their clinical skill training, preparation for exams, specialty exposure, and career development. However, students simultaneously re-conceptualized their roles as learners, providers, educators, and advocates. Most students cognitively reframed their experiences, reevaluating the skills, values, roles, and leadership within the medical field. They described this perspective in terms of a need for adaptability, pride in their profession, and a desire to assume a stronger advocacy role in the future, which reflects considerable resiliency among students as well as potential signs of how these future providers may see their roles in healthcare evolving in the future.

Similar to the few previously reported quantitative studies on these domains [ 2 , 11 ], our study found that students expressed concerns that a lack of clinical time and exposure would affect their training and future careers. Moreover, many students attributed feelings of frustration, disappointment, and apprehension related to their preparation for USMLE exams, clinical and communication skills, and specialty selection. Some students in our study also reported difficulty balancing the stressors of rescheduled exams with their rotations, as well as having to adapt to new protocols and guidelines. We found that some respondents also expressed anger and feelings of exploitation regarding their tuition fees when the institution was unable to provide the comparable degree of training that it had previously. This is in line with the numerous class action tuition lawsuits nationwide for missed essential components of the curriculum, such as lectures, patient cases, and procedures [ 17 ]. These findings could indicate that these future physicians may be a higher risk for increased stress, anxiety, and depression, and that the field will need to monitor physician risk more closely for mental health issues, suicide risk, and burnout as the enduring effects of these experiences continue to affect students. Despite challenges of the COVID-19 pandemic, students in our study tried to find the “silver linings” and reframed their experiences and perspectives in a positive way that reflects the development of their professional identity formation– they identified the benefit of adaptability, pride in their profession, and a desire to become stronger advocates for patients in the future. Students in other studies have described a similar perspective change after having a transformative experience, including an increase in feelings of advocacy, empowerment to create change, and a commitment to action [ 3 , 12 , 15 ]. While there were few differences between the cohorts, students in cohort 2 in particular described paying closer attention to each and every clinical encounter, focusing on quality and not quantity. They appreciated every nuance of communication, verbal and nonverbal, given the difficulty of communicating behind a mask. The students were grateful for the opportunity to do telehealth since it gave them the chance to have clinical “face time” with patients. Similarly, in a previous study, the majority of students who participated in telehealth expressed increased motivation and appreciation for being able to participate in patient care [ 13 ]. Despite the deleterious mental health effects noted above, it is possible that students may have developed important coping strategies that will help them to have greater resilience over time. It will be important to monitor in future research if these experiences sensitized students to their patients’ social determinants of health and if patients rate the empathy of these physicians as greater than those in other cohorts.

We found that students recognized how the pandemic not only affected them as individuals, but also the surrounding systems. Students described feeling called to action, and a sense of pride to be in the medical field. They expressed that they could serve a critical purpose as a physician and advocate. This is similar to efforts by students in other parts of the country who have felt called to action – helping with donations for PPE, participating in food drives, calling patients to provide education and follow up care, or delivering food and prescriptions [ 16 ]. It will be important to track in the future if these experiences are leading to long-term changes in the roles that healthcare providers have in advocating for individual patients and at a more systemic level through public policy and health care reform. While medical students are trained to recognize the social determinants of health, these experiences in the community may have sensitized these cohorts to engage in strategies to ameliorate them more directly in the future.

Implications for medical education

Our study is unique in that it focuses qualitatively on the experiences of third year students in their clinical year, and students’ self-reported decrease in clinical skills training has important implications for their futures as residents and physicians. Because of this lack of clinical exposure, educators will need to be innovative for future curricular development, particularly in the clinical years, to find ways to effectively catch students up to the level they need to be prior to internship. Medical educators will need to continue to utilize technology to assist with learning as well as develop reliable assessment tools to determine clinical competency. Because career development was a major concern for students, educators will need to expand opportunities for career counseling, mentorship, and networking. In a climate where students have had less specialty exposure, specialty interest groups will be even more important for students to learn about specialties and meet attendings/residents as role models. Additionally, while many students feel “called” to help, they are looking for guidance on the best way to engage and serve their communities. Amidst the many competing educational priorities, we need to make sure that we are supporting and listening to the needs of our students.

Limitations and future directions

There are limitations to our study. The findings of this study may not be generalizable because it was conducted in only one medical school and our sample was predominately white. Thus, more diverse medical students will possibly face different concerns or view them differently than our sample . The students also had word restrictions on their essay question and were asked to keep it “reflective.” Our question was open-ended, to allow students to explore their thoughts. Lastly, it was not possible to triangulate responses with other data on this sample, though our data is consistent what other studies and news reports have found with medical students in other years of study and specialties, which supports their credibility.

Future directions include additional studies long-term to measure the competencies of students whose clinical time was directly affected by the pandemic. We also know little about how we are supporting the current trainees caught in the crossfire between school, hands-on training, and personal/family stressors. Future efforts should focus on developing standardized assessment to identify clinical gaps and address those gaps, as well as providing effective mentorship and career counseling for these students. Medical educators also need to provide support and carefully monitor the well-being and wellness of students who may still be struggling in the aftermath of the pandemic.

The COVID-19 pandemic had a profound effect on clinical education for 3rd year medical students. While students reported negative impacts on their education and career development, they also highlighted the positives of learning to adapt, finding meaning in their experiences, and a desire to serve as public health educators and advocates. It will be valuable to see how these students integrate these lessons in their practice once they become independent physicians.

Acknowledgments

Disclaimers, previous presentations, authors’ contributions.

ELK analyzed qualitative data and was a major contributor in writing the manuscript. ARC contributed to the design of the study, analyzed qualitative data, created the figure, and was a major contributor in writing the manuscript. KS analyzed qualitative data and was a major contributor in writing the manuscript. SK analyzed qualitative data and was a major contributor in writing the manuscript. MDC contributed to the design of the study, analyzed qualitative data, and was a major contributor in writing the manuscript. All authors read and approved the final manuscript.

This work was funded by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of a Primary Care Medicine and Dentistry Clinician Educator Career Development Awards Program, Grant Number K02HP30821. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the U.S. Government.

Availability of data and materials

Declarations.

This study was determined as Exempt by the Institutional Review Board of Thomas Jefferson University (IRB 2405; Protocol 17E.486).

The requirement for informed consent was waived by the IRB.

All methods were carried out in accordance with relevant guidelines and regulations.

Not applicable.

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Covid 19 Essay in English

Essay on Covid -19: In a very short amount of time, coronavirus has spread globally. It has had an enormous impact on people's lives, economy, and societies all around the world, affecting every country. Governments have had to take severe measures to try and contain the pandemic. The virus has altered our way of life in many ways, including its effects on our health and our economy. Here are a few sample essays on ‘CoronaVirus’.

100 Words Essay on Covid 19

200 words essay on covid 19, 500 words essay on covid 19.

COVID-19 or Corona Virus is a novel coronavirus that was first identified in 2019. It is similar to other coronaviruses, such as SARS-CoV and MERS-CoV, but it is more contagious and has caused more severe respiratory illness in people who have been infected. The novel coronavirus became a global pandemic in a very short period of time. It has affected lives, economies and societies across the world, leaving no country untouched. The virus has caused governments to take drastic measures to try and contain it. From health implications to economic and social ramifications, COVID-19 impacted every part of our lives. It has been more than 2 years since the pandemic hit and the world is still recovering from its effects.

Since the outbreak of COVID-19, the world has been impacted in a number of ways. For one, the global economy has taken a hit as businesses have been forced to close their doors. This has led to widespread job losses and an increase in poverty levels around the world. Additionally, countries have had to impose strict travel restrictions in an attempt to contain the virus, which has resulted in a decrease in tourism and international trade. Furthermore, the pandemic has put immense pressure on healthcare systems globally, as hospitals have been overwhelmed with patients suffering from the virus. Lastly, the outbreak has led to a general feeling of anxiety and uncertainty, as people are fearful of contracting the disease.

My Experience of COVID-19

I still remember how abruptly colleges and schools shut down in March 2020. I was a college student at that time and I was under the impression that everything would go back to normal in a few weeks. I could not have been more wrong. The situation only got worse every week and the government had to impose a lockdown. There were so many restrictions in place. For example, we had to wear face masks whenever we left the house, and we could only go out for essential errands. Restaurants and shops were only allowed to operate at take-out capacity, and many businesses were shut down.

In the current scenario, coronavirus is dominating all aspects of our lives. The coronavirus pandemic has wreaked havoc upon people’s lives, altering the way we live and work in a very short amount of time. It has revolutionised how we think about health care, education, and even social interaction. This virus has had long-term implications on our society, including its impact on mental health, economic stability, and global politics. But we as individuals can help to mitigate these effects by taking personal responsibility to protect themselves and those around them from infection.

Effects of CoronaVirus on Education

The outbreak of coronavirus has had a significant impact on education systems around the world. In China, where the virus originated, all schools and universities were closed for several weeks in an effort to contain the spread of the disease. Many other countries have followed suit, either closing schools altogether or suspending classes for a period of time.

This has resulted in a major disruption to the education of millions of students. Some have been able to continue their studies online, but many have not had access to the internet or have not been able to afford the costs associated with it. This has led to a widening of the digital divide between those who can afford to continue their education online and those who cannot.

The closure of schools has also had a negative impact on the mental health of many students. With no face-to-face contact with friends and teachers, some students have felt isolated and anxious. This has been compounded by the worry and uncertainty surrounding the virus itself.

The situation with coronavirus has improved and schools have been reopened but students are still catching up with the gap of 2 years that the pandemic created. In the meantime, governments and educational institutions are working together to find ways to support students and ensure that they are able to continue their education despite these difficult circumstances.

Effects of CoronaVirus on Economy

The outbreak of the coronavirus has had a significant impact on the global economy. The virus, which originated in China, has spread to over two hundred countries, resulting in widespread panic and a decrease in global trade. As a result of the outbreak, many businesses have been forced to close their doors, leading to a rise in unemployment. In addition, the stock market has taken a severe hit.

Effects of CoronaVirus on Health

The effects that coronavirus has on one's health are still being studied and researched as the virus continues to spread throughout the world. However, some of the potential effects on health that have been observed thus far include respiratory problems, fever, and coughing. In severe cases, pneumonia, kidney failure, and death can occur. It is important for people who think they may have been exposed to the virus to seek medical attention immediately so that they can be treated properly and avoid any serious complications. There is no specific cure or treatment for coronavirus at this time, but there are ways to help ease symptoms and prevent the virus from spreading.

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Data Administrator

Database professionals use software to store and organise data such as financial information, and customer shipping records. Individuals who opt for a career as data administrators ensure that data is available for users and secured from unauthorised sales. DB administrators may work in various types of industries. It may involve computer systems design, service firms, insurance companies, banks and hospitals.

Bio Medical Engineer

The field of biomedical engineering opens up a universe of expert chances. An Individual in the biomedical engineering career path work in the field of engineering as well as medicine, in order to find out solutions to common problems of the two fields. The biomedical engineering job opportunities are to collaborate with doctors and researchers to develop medical systems, equipment, or devices that can solve clinical problems. Here we will be discussing jobs after biomedical engineering, how to get a job in biomedical engineering, biomedical engineering scope, and salary.

Ethical Hacker

A career as ethical hacker involves various challenges and provides lucrative opportunities in the digital era where every giant business and startup owns its cyberspace on the world wide web. Individuals in the ethical hacker career path try to find the vulnerabilities in the cyber system to get its authority. If he or she succeeds in it then he or she gets its illegal authority. Individuals in the ethical hacker career path then steal information or delete the file that could affect the business, functioning, or services of the organization.

GIS officer work on various GIS software to conduct a study and gather spatial and non-spatial information. GIS experts update the GIS data and maintain it. The databases include aerial or satellite imagery, latitudinal and longitudinal coordinates, and manually digitized images of maps. In a career as GIS expert, one is responsible for creating online and mobile maps.

Data Analyst

The invention of the database has given fresh breath to the people involved in the data analytics career path. Analysis refers to splitting up a whole into its individual components for individual analysis. Data analysis is a method through which raw data are processed and transformed into information that would be beneficial for user strategic thinking.

Data are collected and examined to respond to questions, evaluate hypotheses or contradict theories. It is a tool for analyzing, transforming, modeling, and arranging data with useful knowledge, to assist in decision-making and methods, encompassing various strategies, and is used in different fields of business, research, and social science.

Geothermal Engineer

Individuals who opt for a career as geothermal engineers are the professionals involved in the processing of geothermal energy. The responsibilities of geothermal engineers may vary depending on the workplace location. Those who work in fields design facilities to process and distribute geothermal energy. They oversee the functioning of machinery used in the field.

Database Architect

If you are intrigued by the programming world and are interested in developing communications networks then a career as database architect may be a good option for you. Data architect roles and responsibilities include building design models for data communication networks. Wide Area Networks (WANs), local area networks (LANs), and intranets are included in the database networks. It is expected that database architects will have in-depth knowledge of a company's business to develop a network to fulfil the requirements of the organisation. Stay tuned as we look at the larger picture and give you more information on what is db architecture, why you should pursue database architecture, what to expect from such a degree and what your job opportunities will be after graduation. Here, we will be discussing how to become a data architect. Students can visit NIT Trichy , IIT Kharagpur , JMI New Delhi .

Remote Sensing Technician

Individuals who opt for a career as a remote sensing technician possess unique personalities. Remote sensing analysts seem to be rational human beings, they are strong, independent, persistent, sincere, realistic and resourceful. Some of them are analytical as well, which means they are intelligent, introspective and inquisitive.

Remote sensing scientists use remote sensing technology to support scientists in fields such as community planning, flight planning or the management of natural resources. Analysing data collected from aircraft, satellites or ground-based platforms using statistical analysis software, image analysis software or Geographic Information Systems (GIS) is a significant part of their work. Do you want to learn how to become remote sensing technician? There's no need to be concerned; we've devised a simple remote sensing technician career path for you. Scroll through the pages and read.

Budget Analyst

Budget analysis, in a nutshell, entails thoroughly analyzing the details of a financial budget. The budget analysis aims to better understand and manage revenue. Budget analysts assist in the achievement of financial targets, the preservation of profitability, and the pursuit of long-term growth for a business. Budget analysts generally have a bachelor's degree in accounting, finance, economics, or a closely related field. Knowledge of Financial Management is of prime importance in this career.

Underwriter

An underwriter is a person who assesses and evaluates the risk of insurance in his or her field like mortgage, loan, health policy, investment, and so on and so forth. The underwriter career path does involve risks as analysing the risks means finding out if there is a way for the insurance underwriter jobs to recover the money from its clients. If the risk turns out to be too much for the company then in the future it is an underwriter who will be held accountable for it. Therefore, one must carry out his or her job with a lot of attention and diligence.

Finance Executive

Product manager.

A Product Manager is a professional responsible for product planning and marketing. He or she manages the product throughout the Product Life Cycle, gathering and prioritising the product. A product manager job description includes defining the product vision and working closely with team members of other departments to deliver winning products.

Operations Manager

Individuals in the operations manager jobs are responsible for ensuring the efficiency of each department to acquire its optimal goal. They plan the use of resources and distribution of materials. The operations manager's job description includes managing budgets, negotiating contracts, and performing administrative tasks.

Stock Analyst

Individuals who opt for a career as a stock analyst examine the company's investments makes decisions and keep track of financial securities. The nature of such investments will differ from one business to the next. Individuals in the stock analyst career use data mining to forecast a company's profits and revenues, advise clients on whether to buy or sell, participate in seminars, and discussing financial matters with executives and evaluate annual reports.

A Researcher is a professional who is responsible for collecting data and information by reviewing the literature and conducting experiments and surveys. He or she uses various methodological processes to provide accurate data and information that is utilised by academicians and other industry professionals. Here, we will discuss what is a researcher, the researcher's salary, types of researchers.

Welding Engineer

Welding Engineer Job Description: A Welding Engineer work involves managing welding projects and supervising welding teams. He or she is responsible for reviewing welding procedures, processes and documentation. A career as Welding Engineer involves conducting failure analyses and causes on welding issues.

Transportation Planner

A career as Transportation Planner requires technical application of science and technology in engineering, particularly the concepts, equipment and technologies involved in the production of products and services. In fields like land use, infrastructure review, ecological standards and street design, he or she considers issues of health, environment and performance. A Transportation Planner assigns resources for implementing and designing programmes. He or she is responsible for assessing needs, preparing plans and forecasts and compliance with regulations.

Environmental Engineer

Individuals who opt for a career as an environmental engineer are construction professionals who utilise the skills and knowledge of biology, soil science, chemistry and the concept of engineering to design and develop projects that serve as solutions to various environmental problems.

Safety Manager

A Safety Manager is a professional responsible for employee’s safety at work. He or she plans, implements and oversees the company’s employee safety. A Safety Manager ensures compliance and adherence to Occupational Health and Safety (OHS) guidelines.

Conservation Architect

A Conservation Architect is a professional responsible for conserving and restoring buildings or monuments having a historic value. He or she applies techniques to document and stabilise the object’s state without any further damage. A Conservation Architect restores the monuments and heritage buildings to bring them back to their original state.

Structural Engineer

A Structural Engineer designs buildings, bridges, and other related structures. He or she analyzes the structures and makes sure the structures are strong enough to be used by the people. A career as a Structural Engineer requires working in the construction process. It comes under the civil engineering discipline. A Structure Engineer creates structural models with the help of computer-aided design software.

Highway Engineer

Highway Engineer Job Description: A Highway Engineer is a civil engineer who specialises in planning and building thousands of miles of roads that support connectivity and allow transportation across the country. He or she ensures that traffic management schemes are effectively planned concerning economic sustainability and successful implementation.

Field Surveyor

Are you searching for a Field Surveyor Job Description? A Field Surveyor is a professional responsible for conducting field surveys for various places or geographical conditions. He or she collects the required data and information as per the instructions given by senior officials.

Orthotist and Prosthetist

Orthotists and Prosthetists are professionals who provide aid to patients with disabilities. They fix them to artificial limbs (prosthetics) and help them to regain stability. There are times when people lose their limbs in an accident. In some other occasions, they are born without a limb or orthopaedic impairment. Orthotists and prosthetists play a crucial role in their lives with fixing them to assistive devices and provide mobility.

Pathologist

A career in pathology in India is filled with several responsibilities as it is a medical branch and affects human lives. The demand for pathologists has been increasing over the past few years as people are getting more aware of different diseases. Not only that, but an increase in population and lifestyle changes have also contributed to the increase in a pathologist’s demand. The pathology careers provide an extremely huge number of opportunities and if you want to be a part of the medical field you can consider being a pathologist. If you want to know more about a career in pathology in India then continue reading this article.

Veterinary Doctor

Speech therapist, gynaecologist.

Gynaecology can be defined as the study of the female body. The job outlook for gynaecology is excellent since there is evergreen demand for one because of their responsibility of dealing with not only women’s health but also fertility and pregnancy issues. Although most women prefer to have a women obstetrician gynaecologist as their doctor, men also explore a career as a gynaecologist and there are ample amounts of male doctors in the field who are gynaecologists and aid women during delivery and childbirth.

Audiologist

The audiologist career involves audiology professionals who are responsible to treat hearing loss and proactively preventing the relevant damage. Individuals who opt for a career as an audiologist use various testing strategies with the aim to determine if someone has a normal sensitivity to sounds or not. After the identification of hearing loss, a hearing doctor is required to determine which sections of the hearing are affected, to what extent they are affected, and where the wound causing the hearing loss is found. As soon as the hearing loss is identified, the patients are provided with recommendations for interventions and rehabilitation such as hearing aids, cochlear implants, and appropriate medical referrals. While audiology is a branch of science that studies and researches hearing, balance, and related disorders.

An oncologist is a specialised doctor responsible for providing medical care to patients diagnosed with cancer. He or she uses several therapies to control the cancer and its effect on the human body such as chemotherapy, immunotherapy, radiation therapy and biopsy. An oncologist designs a treatment plan based on a pathology report after diagnosing the type of cancer and where it is spreading inside the body.

Are you searching for an ‘Anatomist job description’? An Anatomist is a research professional who applies the laws of biological science to determine the ability of bodies of various living organisms including animals and humans to regenerate the damaged or destroyed organs. If you want to know what does an anatomist do, then read the entire article, where we will answer all your questions.

For an individual who opts for a career as an actor, the primary responsibility is to completely speak to the character he or she is playing and to persuade the crowd that the character is genuine by connecting with them and bringing them into the story. This applies to significant roles and littler parts, as all roles join to make an effective creation. Here in this article, we will discuss how to become an actor in India, actor exams, actor salary in India, and actor jobs.

Individuals who opt for a career as acrobats create and direct original routines for themselves, in addition to developing interpretations of existing routines. The work of circus acrobats can be seen in a variety of performance settings, including circus, reality shows, sports events like the Olympics, movies and commercials. Individuals who opt for a career as acrobats must be prepared to face rejections and intermittent periods of work. The creativity of acrobats may extend to other aspects of the performance. For example, acrobats in the circus may work with gym trainers, celebrities or collaborate with other professionals to enhance such performance elements as costume and or maybe at the teaching end of the career.

Video Game Designer

Career as a video game designer is filled with excitement as well as responsibilities. A video game designer is someone who is involved in the process of creating a game from day one. He or she is responsible for fulfilling duties like designing the character of the game, the several levels involved, plot, art and similar other elements. Individuals who opt for a career as a video game designer may also write the codes for the game using different programming languages.

Depending on the video game designer job description and experience they may also have to lead a team and do the early testing of the game in order to suggest changes and find loopholes.

Radio Jockey

Radio Jockey is an exciting, promising career and a great challenge for music lovers. If you are really interested in a career as radio jockey, then it is very important for an RJ to have an automatic, fun, and friendly personality. If you want to get a job done in this field, a strong command of the language and a good voice are always good things. Apart from this, in order to be a good radio jockey, you will also listen to good radio jockeys so that you can understand their style and later make your own by practicing.

A career as radio jockey has a lot to offer to deserving candidates. If you want to know more about a career as radio jockey, and how to become a radio jockey then continue reading the article.

Choreographer

The word “choreography" actually comes from Greek words that mean “dance writing." Individuals who opt for a career as a choreographer create and direct original dances, in addition to developing interpretations of existing dances. A Choreographer dances and utilises his or her creativity in other aspects of dance performance. For example, he or she may work with the music director to select music or collaborate with other famous choreographers to enhance such performance elements as lighting, costume and set design.

Social Media Manager

A career as social media manager involves implementing the company’s or brand’s marketing plan across all social media channels. Social media managers help in building or improving a brand’s or a company’s website traffic, build brand awareness, create and implement marketing and brand strategy. Social media managers are key to important social communication as well.

Photographer

Photography is considered both a science and an art, an artistic means of expression in which the camera replaces the pen. In a career as a photographer, an individual is hired to capture the moments of public and private events, such as press conferences or weddings, or may also work inside a studio, where people go to get their picture clicked. Photography is divided into many streams each generating numerous career opportunities in photography. With the boom in advertising, media, and the fashion industry, photography has emerged as a lucrative and thrilling career option for many Indian youths.

An individual who is pursuing a career as a producer is responsible for managing the business aspects of production. They are involved in each aspect of production from its inception to deception. Famous movie producers review the script, recommend changes and visualise the story.

They are responsible for overseeing the finance involved in the project and distributing the film for broadcasting on various platforms. A career as a producer is quite fulfilling as well as exhaustive in terms of playing different roles in order for a production to be successful. Famous movie producers are responsible for hiring creative and technical personnel on contract basis.

Copy Writer

In a career as a copywriter, one has to consult with the client and understand the brief well. A career as a copywriter has a lot to offer to deserving candidates. Several new mediums of advertising are opening therefore making it a lucrative career choice. Students can pursue various copywriter courses such as Journalism , Advertising , Marketing Management . Here, we have discussed how to become a freelance copywriter, copywriter career path, how to become a copywriter in India, and copywriting career outlook.

In a career as a vlogger, one generally works for himself or herself. However, once an individual has gained viewership there are several brands and companies that approach them for paid collaboration. It is one of those fields where an individual can earn well while following his or her passion.

Ever since internet costs got reduced the viewership for these types of content has increased on a large scale. Therefore, a career as a vlogger has a lot to offer. If you want to know more about the Vlogger eligibility, roles and responsibilities then continue reading the article.

For publishing books, newspapers, magazines and digital material, editorial and commercial strategies are set by publishers. Individuals in publishing career paths make choices about the markets their businesses will reach and the type of content that their audience will be served. Individuals in book publisher careers collaborate with editorial staff, designers, authors, and freelance contributors who develop and manage the creation of content.

Careers in journalism are filled with excitement as well as responsibilities. One cannot afford to miss out on the details. As it is the small details that provide insights into a story. Depending on those insights a journalist goes about writing a news article. A journalism career can be stressful at times but if you are someone who is passionate about it then it is the right choice for you. If you want to know more about the media field and journalist career then continue reading this article.

Individuals in the editor career path is an unsung hero of the news industry who polishes the language of the news stories provided by stringers, reporters, copywriters and content writers and also news agencies. Individuals who opt for a career as an editor make it more persuasive, concise and clear for readers. In this article, we will discuss the details of the editor's career path such as how to become an editor in India, editor salary in India and editor skills and qualities.

Individuals who opt for a career as a reporter may often be at work on national holidays and festivities. He or she pitches various story ideas and covers news stories in risky situations. Students can pursue a BMC (Bachelor of Mass Communication) , B.M.M. (Bachelor of Mass Media) , or MAJMC (MA in Journalism and Mass Communication) to become a reporter. While we sit at home reporters travel to locations to collect information that carries a news value.

Corporate Executive

Are you searching for a Corporate Executive job description? A Corporate Executive role comes with administrative duties. He or she provides support to the leadership of the organisation. A Corporate Executive fulfils the business purpose and ensures its financial stability. In this article, we are going to discuss how to become corporate executive.

Multimedia Specialist

A multimedia specialist is a media professional who creates, audio, videos, graphic image files, computer animations for multimedia applications. He or she is responsible for planning, producing, and maintaining websites and applications.

Quality Controller

A quality controller plays a crucial role in an organisation. He or she is responsible for performing quality checks on manufactured products. He or she identifies the defects in a product and rejects the product.

A quality controller records detailed information about products with defects and sends it to the supervisor or plant manager to take necessary actions to improve the production process.

Production Manager

A QA Lead is in charge of the QA Team. The role of QA Lead comes with the responsibility of assessing services and products in order to determine that he or she meets the quality standards. He or she develops, implements and manages test plans.

Process Development Engineer

The Process Development Engineers design, implement, manufacture, mine, and other production systems using technical knowledge and expertise in the industry. They use computer modeling software to test technologies and machinery. An individual who is opting career as Process Development Engineer is responsible for developing cost-effective and efficient processes. They also monitor the production process and ensure it functions smoothly and efficiently.

AWS Solution Architect

An AWS Solution Architect is someone who specializes in developing and implementing cloud computing systems. He or she has a good understanding of the various aspects of cloud computing and can confidently deploy and manage their systems. He or she troubleshoots the issues and evaluates the risk from the third party.

Azure Administrator

An Azure Administrator is a professional responsible for implementing, monitoring, and maintaining Azure Solutions. He or she manages cloud infrastructure service instances and various cloud servers as well as sets up public and private cloud systems.

Computer Programmer

Careers in computer programming primarily refer to the systematic act of writing code and moreover include wider computer science areas. The word 'programmer' or 'coder' has entered into practice with the growing number of newly self-taught tech enthusiasts. Computer programming careers involve the use of designs created by software developers and engineers and transforming them into commands that can be implemented by computers. These commands result in regular usage of social media sites, word-processing applications and browsers.

Information Security Manager

Individuals in the information security manager career path involves in overseeing and controlling all aspects of computer security. The IT security manager job description includes planning and carrying out security measures to protect the business data and information from corruption, theft, unauthorised access, and deliberate attack

ITSM Manager

Automation test engineer.

An Automation Test Engineer job involves executing automated test scripts. He or she identifies the project’s problems and troubleshoots them. The role involves documenting the defect using management tools. He or she works with the application team in order to resolve any issues arising during the testing process.

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THE COVID-19 Essay: How to Write a Strong Response to this New Prompt

Learn to Write a Strong Response to the COVID-19 Essay Prompt

AACOMAS, AADSAS, and OPTCOMCAS have all added a new prompt that asks you how your path to medical, dental, or optometry school has been impacted by COVID-19.

This seminar is specifically designed to assist applicants in writing a strong response to this essay that is authentic, compelling, and reflective.

AMCAS has not added a specific new essay prompt about COVID-19 but there will be other places in your application where you will be able to inform medical schools about how your path to medical school was impacted by the pandemic.

This seminar is required for 2022-2023 and 2023-2024 applicants to medical, dental, and optometry schools.

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Medical School Secondary Essays: The Complete Guide 2024 (Examples
During the 2020-2021 application cycle, many medical schools added COVID secondary essay prompts—usually optional—that allowed applicants to discuss how the pandemic had impacted their applications. In the 2021-2022 cycle, as the long-term effects of the pandemic became more evident, many of those formerly optional prompts became ...
How to Discuss Coronavirus in Medical School Admissions Essays
How to Discuss Coronavirus in Med School Essays. The key to addressing COVID-19 in medical school applications is an organized approach. Applicants may consider reflecting on current circumstances ...
Addressing COVID-19 in Application Essays
Addressing COVID-19 in Application Essays. This application cycle, many healthcare professional school applications have been affected by COVID-19. Many professions have dropped official transcript requirements, altered the interview process, and changed the requirements for prerequisite coursework. Notably, many future healthcare professionals ...
How to Write About COVID-19 in Your Medical School Personal Statement
Set COVID-19 as the Supporting Character in Your Personal Statement. Set the scene with the pandemic details that help you tell your story. If your narrative anecdote is about ice hockey team practice, let it be that. Surely there are NHL COVID protocols the team has made and adjustments to uphold, whether it's "minimize handshakes, high ...
Medical School Secondary Essay Prompts (2023-2024)
A complete list of med school secondary prompts to help you get ahead and ... Sketch that demonstrates your personal growth, character, and values. How did this experience prepare you for medical school? (500 words) The COVID-19 pandemic imposed obligatory changes in all our lives. ... Indiana University School of Medicine. There are no ...
How to reflect pandemic experiences on medical school applications
Dr. Anachebe recommends that you follow through on what the essay claims to be—personal—and speak to your unique experiences during the pandemic. "Being able to articulate how COVID affected them is important for these classes [of applicants]," Dr. Anachebe said. "For some it may be that they didn't have jobs or lacked access to wi-fi.
How to Answer COVID-19 Questions on Med School Apps
One question that's sure to show up on medical school applications this year, and possibly for the next few years, is how COVID-19 has impacted you. How shou...
How to Answer Med School Questions about COVID-19 and Other Major
2020 has been a dark, dismal year, but as it draws to a close there's light at the end of the tunnel. A vaccine is on the horizon. The election is behind us. Maybe, just maybe, we'll soon be able to gather, hug, meet, and travel. Maybe we'll be able to largely return to the lives we were leading before "pandemic" became a household ...
How the COVID-19 pandemic has changed med school : NPR
NPR's Adrian Florido speaks with Dr. Catherine Lucey, vice dean for medical education and professor of medicine at UCSF, about how COVID-19 has changed the way future doctors are trained.
The COVID-19 Essay: How to Write a Strong Response to this New Prompt
AMCAS has not added a specific new essay prompt about COVID-19 but there will be other places in your application where you will be able to inform medical schools about how your path to medical school was impacted by the pandemic. This workshop is required for 2021-2022 and 2022-2023 applicants to medical, dental, and optometry schools.
Impact of COVID-19 on Medical Education: Perspectives From Students
The rapidly changing COVID-19 landscape highlighted the need for timely, transparent, and accurate communication. The pandemic also intensified sociopolitical conflicts, which impacted students' well-being and ability to perform academically. To help understand the implications of COVID-19 and sociopolitical events on medical education (see ...
The Impact of COVID-19 Pandemic on Medical School Admissions
The process of applying to US medical schools before the COVID-19 pandemic was competitive, with an average acceptance rate of 6.7% in 2019. 1 Now with many unforeseen challenges, premedical students applying during 2020, 2021, and subsequent application cycles should be prepared for the changes that the pandemic has necessitated.
The Effect of COVID-19 on Education
Pandemic changes have strongly impacted the process of college applications, medical school applications, and residency applications. 32 For US medical residencies, 72% of applicants will, if the pattern from 2016 to 2019 continues, move between states or countries. 42 This level of movement is increasingly dangerous given the spread of COVID ...
Applying During and After the COVID-19 Pandemic
Even in the best of times, applying to medical school is difficult, but the COVID-19 pandemic has thrown new obstacles into the paths of thousands of aspiring doctors. Many applicants worry how COVID-19 will alter their ability to participate in clinical experiences, obtain letters of recommendation, sit for the MCAT ® exam, and more.
5 ways the pandemic may transform medical education
The AMA has curated a selection of resources to assist residents, medical students and faculty during the COVID-19 pandemic to help manage the shifting timelines, cancellations and adjustments to testing, rotations and other events at this time. Upvote. Some innovations put in place for medical students during COVID-19 may remain in place well ...
Resilience matters: Student perceptions of the impact of COVID-19 on
The ongoing Covid-19 pandemic has had monumental implications for undergraduate medical education (UME) in the United States. Medical schools have been challenged to continue rigorous didactic and clinical education while minimizing risk to students, faculty, staff, and patients. In March of 2020, the Association of American Medical colleges ...
A Guide To Writing The Covid-19 Essay For The Common App
Having recognized this, the Common App added a new optional 250-word essay that will give universities a chance to understand the atypical high school experience students have had. The prompt will ...
School of Medicine COVID-19 Response
Community updates and interviews on topics relevant to to the School of Medicine community, regarding the COVID-19 pandemic. Seminars and Symposia. COVID-19 Research Seminar Series; Public Health Crises of 2020: Combating COVID-19 and Disparities with Data - June 24, 2020; Emerging Themes in SARS-CoV-2 Biology, Disease and Treatment - April 17 ...
2024 AMCAS® Updates and FAQs
Updates and FAQs. 2024 AMCAS® Application Update Overview. • The self-reported "Disadvantaged Status" question has been replaced with "Other Impactful Experiences" with new corresponding help text. • The Work/Activities section has a new experience type called "Social Justice/Advocacy." • A drop-down has been added within the ...
The COVID-19 Essay: How to Write a Strong Response to this New Prompt
AMCAS has not added a specific new essay prompt about COVID-19 but there will be other places in your application where you will be able to inform medical schools about how your path to medical school was impacted by the pandemic. This workshop is strongly recommended for 2020-2021 and 2021-2022 applicants to medical, dental, and optometry schools.
A qualitative analysis of third-year medical students' reflection
Students continue the practice of reflection essays in the second year of medical school, so by their third-year clerkships, they have had significant prior experience with reflection skills and techniques. ... Race J, Appel J. Telemedicine and medical education in the age of COVID-19. Acad Med. 2020:1838-43Lippincott Williams and Wilkins. 10 ...
Covid 19 Essay in English
100 Words Essay on Covid 19. COVID-19 or Corona Virus is a novel coronavirus that was first identified in 2019. It is similar to other coronaviruses, such as SARS-CoV and MERS-CoV, but it is more contagious and has caused more severe respiratory illness in people who have been infected. The novel coronavirus became a global pandemic in a very ...
THE COVID-19 Essay: How to Write a Strong Response to this New Prompt
vCal. iCal. AACOMAS, AADSAS, and OPTCOMCAS have all added a new prompt that asks you how your path to medical, dental, or optometry school has been impacted by COVID-19. This seminar is specifically designed to assist applicants in writing a strong response to this essay that is authentic, compelling, and reflective.