Medical School Inaugural Class Faces Additional Challenges Due to COVID–19 Distancing Restrictions

To the Editor:

In the fall of 2020, I started my first year in medical school as part of the inaugural class of 30 students at the University of Houston School of Medicine. A new medical school faces many challenges, including developing a culture, establishing student support systems, and building relationships between students and faculty. However, when the COVID-19 pandemic hit, social distancing requirements severely hampered efforts to build relationships with classmates and create a supportive culture.

In Houston, Texas, the COVID-19 threat level was high at the start of the school year, and the county recommended only leaving the house for essential activities. All classes, apart from the anatomy lab, were moved online. As a result, my interaction with classmates was rare and primarily focused on the anatomy lab. Gatherings and group study sessions were discouraged to help prevent the spread of the virus.

The few classmates I had contact with shared my feeling of forced isolation that resulted due to the distancing requirements. We could sense there was limited trust in one another, so we created a group chat that included all 30 students to help build personal connections. Through this chat, we organized a beginner’s Spanish class and a summer book club that we renewed for the winter break. Additionally, video conferencing enabled us to meet virtually and still read body language and facial expressions; we even became comfortable joking with each other. Through these interactions, we bonded as a class, which has helped to form a more supportive and cooperative school culture.

My relationships with professors have also been slow to develop due to online-only classes. I could not stay after class or drop into a professor’s office just to talk. Professors were available by appointment, but most students, myself included, were hesitant to schedule an appointment simply to chat. However, to help form these relationships, each student was paired with a faculty mentor to help guide them through common pitfalls of their first year. My mentor has not only offered academic guidance but has also provided support and direction, including encouragement to write this letter.

Regardless of the circumstances, the first semester for a new medical school is always challenging. The pandemic has made it even harder, but small-group video conferencing, along with active relationship-building efforts, and faculty mentorship, have proven to be effective tools in bridging connections between students, as well as between students and faculty. This support system, though atypical, has been crucial to develop the perseverance and creative solutions required for success. At the start of the semester, I was concerned how to make meaningful connections in this environment. But after completing the first semester, despite my initial apprehension, I had formed close relationships with classmates and faculty.

Acknowledgments:

The author thanks Dr. Olivera Nesic-Taylor for her encouragement to share his experience, as well as her guidance and support while writing this piece.