. 2022 Aug 1;32(5):995–1004. doi: 10.1007/s40670-022-01592-z

Table 2.

Recommendations for educators and institutions

Finding	Recommendations for practice
A connection to the social contexts of medicine, including to role models, is necessary to maintain socialization and promote transition from self-sovereign orientations to socialized orientations	Involving students in remote telehealth consultations, creating virtual events that allow students to develop professional networks, and mentor-facilitated reflective sessions may help maintain social connections Creating guidance for tutors using telehealth as a teaching tool with students as to how they can actively engage students and investing time into researching telehealth as a pedagogical tool may also be of benefit Such initiatives would promote interaction with the hidden curriculum of medicine and allow students to access the external validation they may depend upon. Formal reflective sessions should be maintained beyond the current pandemic, in order to help students navigate the disorientating dilemmas which occur within medicine
Students’ embodiment of agentic advocacy identities was facilitated by a heightened awareness of their responsibilities as future physicians	Institutions wishing to facilitate the symbiotic relationship between responsibility and identity beyond the setting of an international pandemic may consider encouraging students to reflect on physicians’ responsibilities to patients, communities, and society within designated reflective spaces. Examples of conflicts in responsibility, such as were experienced by some students in this study, e.g., between responsibility to one’s family, and to one’s profession, could be discussed. Examples from the COVID-19 pandemic, including examples from the media, could be used in future to illustrate such tensions as a platform for discussion As developing as an agentic advocate involves educating patients, institutions may wish to consider formal training for students regarding health education and social media use to educate the public. Beyond the context of the pandemic, roles where students are able and expected to participate in health education may encourage agentic advocacy
Responsibility, advocacy, and identity are connected, and can develop in both pre-clinical and clinical medical students	Given this finding, institutions may wish to consider formal service-provision roles for more junior medical students that involve a higher degree of responsibility than has been typically expected of pre-clinical students during clinical rotations Where possible and desired by students, students should be supported by their institutions to assist in service-provision during times of crisis, as this enables them to fulfil the responsibilities they experience towards their profession

Finding

Recommendations for practice

A connection to the social contexts of medicine, including to role models, is necessary to maintain socialization and promote transition from self-sovereign orientations to socialized orientations

Involving students in remote telehealth consultations, creating virtual events that allow students to develop professional networks, and mentor-facilitated reflective sessions may help maintain social connections

Creating guidance for tutors using telehealth as a teaching tool with students as to how they can actively engage students and investing time into researching telehealth as a pedagogical tool may also be of benefit

Such initiatives would promote interaction with the hidden curriculum of medicine and allow students to access the external validation they may depend upon. Formal reflective sessions should be maintained beyond the current pandemic, in order to help students navigate the disorientating dilemmas which occur within medicine

Students’ embodiment of agentic advocacy identities was facilitated by a heightened awareness of their responsibilities as future physicians

Institutions wishing to facilitate the symbiotic relationship between responsibility and identity beyond the setting of an international pandemic may consider encouraging students to reflect on physicians’ responsibilities to patients, communities, and society within designated reflective spaces. Examples of conflicts in responsibility, such as were experienced by some students in this study, e.g., between responsibility to one’s family, and to one’s profession, could be discussed. Examples from the COVID-19 pandemic, including examples from the media, could be used in future to illustrate such tensions as a platform for discussion

As developing as an agentic advocate involves educating patients, institutions may wish to consider formal training for students regarding health education and social media use to educate the public. Beyond the context of the pandemic, roles where students are able and expected to participate in health education may encourage agentic advocacy

Responsibility, advocacy, and identity are connected, and can develop in both pre-clinical and clinical medical students

Given this finding, institutions may wish to consider formal service-provision roles for more junior medical students that involve a higher degree of responsibility than has been typically expected of pre-clinical students during clinical rotations

Where possible and desired by students, students should be supported by their institutions to assist in service-provision during times of crisis, as this enables them to fulfil the responsibilities they experience towards their profession