The value of work-integrated learning (WIL, originally identified as cooperative education) as career choice clarifier or verifier, has been advocated for more than a century. Ooi and Ooi (2020) in this regard indicate that the “SARS-CoV-2 pandemic has left a huge impact on the career perceptions of trainees and medical students globally”. They elaborate stating that sub-internships have been serving as stepping stones to successful residency programme applications, in that international medical graduates (IMGs) were given the opportunity during final year at medical school to learn about specific residency programmes, and to assess if they are a ‘good fit’, prior to applying. The cancellation of sub-internships or clinical rotation of 4th year medical students, meant a loss of opportunities to build meaningful relationships; to demonstrate personal level of competence; to gain mentorship; and to acquire letters of recommendation. Some hospitals fortunately organised virtual sub-internships, which entail a series of webinars presented by current residents and programme directors to at least provide insight into the nature, ethos, and values of the residency programme, the hospital, and the team members. Ooi and Ooi (2020) highlight several ‘pros and cons’ (pro et contra) pertaining virtual sub-internships.
Pros:
- Multiple virtual participation within a similar time frame to an in-person sub-internship, affording a more informed choice about which residency programme/s to pursue
- Potential networking opportunities
- No prerequisite requirements or physical constraints limiting participation
- Participation is free and access from comfort of own space
Cons:
- Value of virtual inferior to actual, with no opportunity to demonstrate abilities or work towards a recommendation
- Connection building and gaining mentoring are restrained
- Limited success rate with cold emails
- Partisan and impersonal experience
Ooi, R. & Ooi, S.Z.Y. 2020. The role of virtual sub-internships in influencing career perceptions: an international medical graduate perspective. Medical Education Online, 25:1, DOI: 10.1080/10872981.2020.1821463
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