Table 3 Suggested interventions to translate themes into practice
Theme | Suggested implications for practice |
|---|---|
COVID-19 exacerbated academic pressures | • Manageable workloads • Supportive learning environments • Encouragement to take breaks without guilt • Cultivating students’ sense of purpose |
COVID-19 affected students’ lifestyles and reduced their ability to cope with stress | • Promote healthy lifestyle habits, reflection, time management, mindset • Normalise sharing difficulties • Integrated content on self-care and managing stress |
COVID-19 changed relationships with family and friends, which affected mental wellbeing | • Encourage collaboration over competition • Peer mentor and buddy schemes • Sufficient time to visit family • Opportunities to meet peers with similar interests • Including a social element with other wellbeing content e.g. relaxation and mindfulness |
COVID-19 changed interactions with patients, with positive and negative effects | • Placement debrief sessions • Schwartz rounds • Balint groups • Simulated communication workshops |
Formal support was valued but seeking it was perceived as more difficult during COVID-19 | • Continue to address stigma around seeking support • Wellbeing checks integrated into routine academic systems • Responsive, individual and accessible support • Options for in-person and online access |