Social capital as mediating factor on COVID-19 induced psychological distress: The case of college students living through an outbreak.

This investigation examines the interplay between individual-level social capital, psychological distress, and the effects of a coronavirus disease 2019 (COVID-19) outbreak on a college campus. Data were collected from students at two colleges in early 2021. Hypotheses were formed based on prior research on social capital and the COVID pandemic. A structural equation model was constructed to allow the modeling of both latent and observed variables. The Kessler-6 measures were used to create a latent psychological distress variable, which was the dependent variable. Predictor variables include whether the student experienced the outbreak, the student's race and gender, and the level of reported individual social capital (having supportive and rewarding relationships). Our findings suggest that the most robust predictor of reduced psychological distress was individual social capital, which also served as an intermediary between the outbreak and distress. Social capital mediates psychological distress in an outbreak.

Investigating the experiences of medical students quarantined due to COVID-19 exposure.

Background: The COVID-19 pandemic profoundly impacted medical education systems worldwide. Between March 2020 and December 2021, 111 MD students at the University of Toronto completed two-week quarantines due to hospital or community exposures and experienced disrupted clinical instruction. We explored the experiences, barriers, and supports of these quarantined medical students to identify program development opportunities and improve student supports. Methods: We used a qualitative descriptive approach to explore experiences of clerkship students quarantined due to COVID-19 exposure. Methods included an online survey with open-ended questions and an audio-recorded interview. We analysed the demographic survey responses using descriptive statistics. Subsequently, we conducted descriptive thematic analysis of the narrative survey responses and transcribed interview recordings. Results: Concerns reported in surveys (n = 23, response rate 20.7%) and interviews (n = 5) included themes of illness uncertainty, racial tensions, confidentiality of COVID-19 status, unclear academic expectations, and financial burden. Supports included friends, family, and MD program administration. Recommendations related to communication, administration, equity considerations, supports, confidentiality/privacy, and academics. Conclusion: Supporting student wellbeing and learning is at the core of medical training. Enhanced understanding of health profession trainee needs during COVID can improve institutional supportive responses to students routinely and during times of crisis.

Contexte: La pandémie de la COVID-19 a eu des répercussions importantes sur les systèmes d'éducation médicale dans le monde entier. Entre mars 2020 et décembre 2021, 111 étudiants en médecine de l'Université de Toronto ont été contraints à l'auto-isolement pour une période de deux semaines après une exposition au virus à l'hôpital ou dans la collectivité, voyant du même coup leur apprentissage clinique perturbé. Nous avons exploré les expériences, les obstacles et les types de soutien que ces étudiants ont eus alors qu'ils étaient en quarantaine pour en tirer des leçons afin d'améliorer notre programme et de mieux soutenir nos étudiants. Méthodes: Nous avons utilisé une approche qualitative descriptive pour explorer le vécu des étudiants à l'externat mis en quarantaine en raison d'une exposition à la COVID-19. Les méthodes comprenaient une enquête en ligne avec des questions ouvertes et une interview enregistrée. Nous avons analysé les données démographiques à l'aide de méthodes statistiques descriptives. Par la suite, nous avons effectué une analyse thématique descriptive des réponses narratives à l'enquête en ligne et des transcriptions des entretiens. Résultats: Les préoccupations signalées dans les réponses à l'enquête en ligne (n=23, taux de réponse de 20,7 %) et les entretiens (n=5) touchaient à l'incertitude face à la maladie, aux tensions raciales, à la confidentialité du fait d'avoir été infecté , au manque de clarté quant aux attentes académiques, et au fardeau financier. Les sources de soutien citées comprenaient les amis, la famille et l'administration du programme d'études. Les recommandations concernaient la communication, l'administration, les considérations d'équité, le soutien, la confidentialité et les études. Conclusion: Le soutien au bien-être et à l'apprentissage des étudiants est au cœur de la formation médicale. Une meilleure compréhension des besoins des stagiaires des professions de la santé à l'occasion d'une infection par la COVID-19 peut améliorer le soutien institutionnel qui leur est offert en temps normal et en temps de crise.

COVID-19 and Social Capital Loss: The Results of a Campus Outbreak.

This study examines the effects of a COVID-19 outbreak on levels of social capital on a college campus, drawing on survey data collected from students at two colleges-one that experienced an outbreak and one that did not. Social capital is examined as an individual level resource and as a campus level normative tool used to fight collective action problems. We test the hypothesis that the outbreak, as a "shock" to the campus, diminished social capital. We also test hypotheses on gender, race, and ethnicity and social capital, informed by prior research. Our findings suggest that the outbreak did reduce social capital at both the individual and campus levels, though individual social capital had a mitigating effect that increased campus social capital. We find also that gender was significantly linked to campus social capital, while race was predictive of individual level social capital.