PR 1 - Group 2 11 Stem 3 - Introduction

DEPARTMENT OF EDUCATION
REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga
Tel. No. (045) 961-4261 website: www.pampangahigh.school
One Step Forward, Three Steps Back: A Deep Dive on the Experiences of First-Year
Medical Students Graduated in College in A Pandemic Environment
Jethro Francis S. Dela Cruz
Krisha Angela T. Cruz
Robert Kent S. Dela Cruz
Minnea Cindy C. Cruz
Stephen Lee. D. Deang
A Research Presented to the Senior High School Department,
Pampanga High School, City of San Fernando, Pampanga
In Partial Fulfillment of the Requirements in
Practical Research 1
Kris L. Abayon
Research Teacher
June 2023
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Pampanga High School
REGION III
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REGION III
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One Step Forward, Three Steps Back
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APPROVAL SHEET
This is to certify that this Research titled, “ One Step Forward, Three Steps Back:
Deep Dive on the Experiences of First-Year Medical Students in a Pandemic
Environment After Graduating from College” prepared and submitted by Jethro
Francis S. Dela Cruz, Krisha Angela T. Cruz, Robert Kent S. Dela Cruz, Minnea
Cindy C. Cruz, Stephen Lee D. Deang, of 11-STEM 3 in partial fulfillment of the
requirements in Practical Research 1, has been examined and recommended for
acceptance and approval.
Kris L. Abayon
Research Teacher
RESEARCH EVALUATION COMMITTEE
Kris L. Abayon
Research Teacher
Edilberta C. Esguerra Lyn M.

Esguerra
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Head Teacher VI Principal IV
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CERTIFICATE OF ORIGINALITY
I hereby certify that this Research is my work and that, to the best of my
knowledge and belief, it contains no material previously written or published by another
person or organization or any material which has been accepted for the award of any
degree or diploma or institution of higher learning, except where due acknowledgment is
made thereof.
Furthermore, I declare that the intellectual content of this research is the product
of my work although we have received assistance from others on the manner of
organization, presentation, language, and style.
Dela Cruz, Jethro Francis S. Cruz, Krisha Angela T. Dela Cruz, Robert
Kent S.
Researcher Researcher Researcher
Cruz, Minnea Cindy C. Deang, Stephen Lee D.

Researcher Researcher
Attested by:
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Kris L. Abayon
Research Teacher
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ACKNOWLEDGEMENTS
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ABSTRACT
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TABLE OF CONTENTS
Page
Title Page........................................................................................................................
Approval Sheet.................................................................................................................
ii
Certificate of Originality.......................................................................................................
iii
Acknowledgements.........................................................................................................
iv
Abstract..........................................................................................................................
Table of Contents...........................................................................................................
vi
Introduction ……………..............................................................................................
Literature Review...........................................................................................................
Statement of the Problem................................................................................................
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Scope and Limitation.....................................................................................................
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Significance of the Study................................................................................................
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Definition of Terms .....................................................................................................
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Methodology……….....................................................................................................
Sampling........................................................................................................................
Instrument.....................................................................................................................
Data Collection..............................................................................................................
Ethical Issues.................................................................................................................
Data Analysis.................................................................................................................
Findings and Discussion...................................................................................................
Summary, Conclusion and Recommendation...............................................................
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Summary of Findings......................................................................................................
Conclusion........................................................................................................................
Recommendations.............................................................................................................
References.........................................................................................................................
Appendices........................................................................................................................
Appendix A: Declaration of Absence of Plagiarism
Appendix B: Approval Letter
Appendix C: Instrument Validation Form
Appendix D: Curriculum Vitae
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INTRODUCTION
Background of the Study.
The COVID-19 Pandemic has caused a tremendous shift in the day-to-day living
of every citizen in the country. It has severely impacted many institutions, specifically,
the education system. The Department of Education (2020) announced with the
postponement of onsite learning during the pandemic, an alternative way of learning for
the students will be implemented called “distance learning”. The onsite way of learning
was forcefully shut down to hinder the spread of contagious virus, to cope with this, the
school managements nationwide implemented distance learning – a modality where
students are not physically present in school and are still able to learn.
The sudden transition from onsite learning to distance learning has rushed school
administrations to quickly transform the curriculum to suit the way of distance learning
for the students and teachers. Baquiran and Plata (2022) pointed out ways schools have
coped up with transition through the use of technological platforms such as, Facebook
closed groups, where professors upload video lessons and lectures, Google Classroom
where students can submit requirements and documentations, and Zoom and Viber
Groups to practice clinical and internship rounds with anonymized patients.
With the changes in the education curriculum during the pandemic, face-to-face
clinical practices are strictly prohibited during this time to prevent the spread of the viral
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disease. Thus, school administrations must find a way to adapt. A study has shown that
schools have invented
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ways to still let students learn about the requisite lessons and aid them to perform
simulated clinical practices at home and then will be documented (e.g using of chicken
breast in an obstetrics and gynecology rotation and stuff toys as simulated patients)
(Cedeño et al., 2021). Even in this unprecedented time, schools are finding ways to
preserve and prepare students for the ‘real world’.
The preparation for the ‘real world’ has shown an interesting finding, that as
students face distance learning, numerous studies have shown that there is also an
increase in mental health issues such as anxiety and depression. Changwon et al. (2020)
revealed out of the 195 students, 82% showed increasing concerns on academic
performance resulting in different mental health issues such as increased anxiety and
depression.
As the country slowly rises from the damage that the COVID-19 pandemic has
caused, the Commission on Higher Education gave the green light to Higher Education
Institutions (HEIs) to finally implement onsite learning again or blended learning for the
AY 2022-2023 to aid students in their learning, as published by Sarao (2022). As we
enter an era of learning, this will surely reveal the effects of the distance learning of the
students for the past 2 years in terms of their academic performance.
The imperative for the medical education community to guarantee the safety of
students, professors, and patients on an equal footing has grown to be a primary factor
influencing the shift in medical education practice and the provision of global healthcare
around the globe. Mortagy et al. (2022) claimed that many medical institutions were
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compelled to promptly effectuate a full online medical education model during the
COVID-19 epidemic, despite lacking the necessary infrastructure or experience to
provide high-quality medical education in this
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setting. As a result of the diverse and non-uniform responses to continuing medical
education during and after the COVID-19 epidemic, each learner and medical educator
has been affected in their own particular way.
Consequent to restrictions placed on the traditional paradigm of workplace-based
learning in medical education, medical educators were forced to adjust and develop
alternative practice models as a means to maintain a modicum of continuity in training
and the acquisition of fundamental competences. A national survey, as published by
Baticulon et al. in 2021, has shown that distance learning brought numerous new
difficulties and further worsened old ones to students such as stress in academic
performance, most likely due to communication, student assessment, use of technology
tools, and online experience.
According to a recent study conducted by Rajab et al. in 2020, the major
impediment with online education at College of Medicine, as described by the
respondents, was communication. As clinical communication skills are a crucial part of
medical education, both in pre-clinical training and in post-graduate medical programs, it
is necessary to upgrade the communication channels. In response to their complaints
about how online learning was being conducted, students said that their opinions were not
being heard and bemoaned the fact that school administrators had not taken the proper
steps. The need for interaction with peers, with whom they may share knowledge, assets,
and viewpoints, was also expressed. By the same token, in an open letter published on
social media on October 12, 2021, the Association of Philippine Medical Schools' student
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network held out for online learning to be suspended and that the current semester to
come to an end, highlighting difficulties the students had
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encountered, especially a poor internet connection, limited access to technology, and a
lack of study space at home.
As we transition from emergency remote learning to a post-pandemic
environment, medical students at varying levels of experience have been impacted by a
medical education revolution, with lack of face-to-face interactions and limited clinical
exposure albeit advancing into a higher education. Despite the clinical skills course being
taught online, Anderson et al. (2022) reported on their study that many students
expressed worries about not being able to acquire and practice these skills in person,
leaving them feeling ill-prepared to perform patient physical examinations.
This research study will provide valuable insights into the challenges faced by
medical students during the ongoing COVID-19 pandemic. The study will seek to
achieve five primary objectives: (1) Discover in what ways has the pandemic impacted
the academic performance and learning experiences of first-year medical students; (2)
Investigate how first-year medical students experience the transition from college to
medical school in a pandemic environment?; (3) Explore the clinical performance of first-
year medical students in their clinical courses during the pandemic; (4); Examine the key
challenges, unique stressors, and coping mechanisms of first-year medical students in a
pandemic environment, and how do these differ from pre-pandemic experiences? (5)
Explore the lessons and knowledge first-year medical students acquired through their
experiences in a pandemic setting after graduating from college.
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In summary, this study in all likelihood will contribute to the development of creating
better support programs and improving the quality of medical education. It might also
give a
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thorough understanding of the challenges medical students encountered during the
pandemic and how those challenges affected their mental health. Researchers may also
utilize this study as a further reference and a guide for gathering information on the same
study.
Literature Review
This review might be of great help in furthering the unique place of this undertaking in
the field of educational research and in further elucidating the very reasons for its
conduct.
A Gloomy Clock: Scholastic Achievement Over Shades of Noir
The recent global pandemic has had a significant negative influence on medical
education and healthcare delivery worldwide. As a result of the disruption caused by the
suspension of traditional educational systems during the past two years, medical
institutions across the globe were forced to rapidly adapt the educational experience to
the online environment. Along with the continued growth of online education, medical
schools have had the biggest challenge in educating medical students within the confines
of social distance, particularly in the preclinical phase due to the cessation of practical
sessions. According to Pokhrel and Chhetri (2021), the COVID-19 pandemic has made it
more important than ever to examine e-learning from the viewpoints of students while
utilizing and creating e-learning systems at universities. While the conventional face-to-
face learning technique has been replaced with blended learning, which is primarily
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modular and online, students are one of the stakeholders in education that are most
negatively impacted.
Adapting online approaches was necessary to ensure that instruction was
continuous throughout all academic disciplines. As specified by Khalil et al. (2020), The
ongoing COVID-
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19 outbreak necessitated the suspension of educational activities, demonstrating
both enabling and impediments for effective learning and communication technology
integration into online course design and delivery. Muthuprasad et al. (2021), however,
observed that designing a hybrid or blended curriculum using both face-to-face and
online techniques may be preferable for schools that provide more practical/skill-oriented
courses as switching totally to an online mode may not be a feasible choice. According to
a study by Coffey et al. (2020), insufficient supervision made it challenging to adapt
clinical education for online learning, and students were afraid of not having the
necessary skills and knowledge.
Even before the widespread of the COVID-19 Pandemic, Llego, Gabriel, and
Corpus (2018) unveiled that there has been hurdles on the academic performance and
everytime it declines, it is greatly accompanied by increase in the stress levels of the
nursing medical student. However, as we live in this post-pandemic environment, studies
have surfaced that the COVID-19 Pandemic has worsened the situation for nursing
medical students. The distance learning has brought unmatched stress to students
harmfully affecting satisfaction and academic performance (Oducado and Estoque,
2021).
According to Gaur et al. (2020), students experienced loneliness, tension, lack of
attention, decreased peer interaction, and disruption from family matters after moving
from on-campus medical school settings to home surroundings. Correspondingly, Gadi et
al. (2022) had noted anecdotal increases in these negative emotions as well as changes in
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lifestyle and behavior among students in our medical school, findings that were echoed in
other medical schools across the UK, with the opinion that the pandemic was an
undesirable time to be a student.
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A correlational and regression analysis conducted by Bagsic et al. (2022) proved
that there is a relationship between how mental health is influenced by academic stress
and performance during this time, it revealed that the academic stress majorly contributes
to the growing cases of mental health issues.
This study suggests how medical students shared a sense of dread and perplexity
about taking online courses with the emergence of different challenges in line with
pandemic. Pursuant to Chakladar et al. (2022), the COVID-19 pandemic has generally
had a negative impact on the mental health, perceived education, lifestyle, and academic
performance of medical students. Although medical schools have taken steps to continue
training medical students as successfully as they can, additional plans must be developed
to ensure the well-being of students and educational needs both now and in the event of
future national emergencies.
From Fearless to Fearful: How First-Year Medical Students Cope in Pandemic Times
The COVID-19 pandemic has significantly impacted medical students worldwide.
There were multiple differences between this pandemic and what a student had
previously experienced, and numerous modifications were made to the way out.
According to Chandratre's study (2020), the pandemic presents a number of challenges
for the physical and mental health of medical students. In particular, it gradually had a
negative impact on students' mental health as their anxiety levels rose and made things
worse for those who already had mental health issues. Along with the challenges,
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stressors were clearly present as well. Due to these circumstances, medical students had
to come up with their own coping strategies for the problem that caused suffering
throughout the world.
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According to researchers, the pandemic caused many medical students to
experience unique challenges, such as disruptions to their pre-clinical training, changes to
unfamiliar social conditions, and exposure to high-risk situations. (Halperin et al., 2021)
as a result, anxiety and depressive symptoms developed.
The challenges that medical students faced also had an effect on their overall
psychological well-being. This phenomenon, which resulted in a number of mental health
problems, was significantly influenced by how long the lockdown was in effect. Burnout
was particularly prevalent when it resulted in an increase in cynicism, which meant that
students lost interest in or enthusiasm for their studies and began to question their
importance and utility. For instance, gaining clinical experience is necessary to earn a
degree in the field of medicine, which cannot be easily accomplished through e-learning.
Additionally, characteristics of burnout are not just the result of one cause. These include
heavy workloads, issues with relationships with consulting supervisors, and pressure to
succeed. Some of these characteristics are self-imposed, such as setting goals that are too
high to achieve, harboring self-doubt, and associating identity with performance. Along
with these, other factors include irregular sleeping habits, exhaustion, conflicts, financial
situation, and exposure to human misery. (Natalia et al., 2021). Social isolation
associated with quarantine also played a part in the deterioration of a medical student's
mental health. It is also noted that the depression levels keep increasing as the pandemic
goes on. (Zis et al., 2021). Furthermore, Brooks et al. (2020) conducted a study and
showed that healthcare professionals such as Nurses have experienced high levels of
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stress and anxiety caused by the increase in workloads, exposure to viruses, and concerns
about their own and their families' health. Similarly, medical students have experienced
stress and anxiety due to the
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disturbance of their education and concerns about their own health. These stressors
obtained from being quarantined have been shown to have negative impacts on medical
students’ academic performance and mental health.
For more details, refer to the study by Hill et al. (2018) on pre-pandemic stressors
like medical school workload, which was excessive for the students and made them feel
like the day wasn't over yet; performance pressure, where students put pressure on
themselves out of the fear of failing, causing them extreme stress; medical school
structure, administration, and faculty, where students encountered unfriendly treatment
like lack of resources for mental health support. Additionally, peer relationships and the
social environment are stressors since some medical students have a tendency to develop
unhealthy competitiveness, which can also result in worst-case scenarios like bullying.
Then comes the detrimental effect on their health, where they suffered from sleep
deprivation; furthermore, their financial situation also contributed to their stress, where
they worried about their own survival; and finally, career planning and future concerns,
where students experienced extreme stress by questioning whether their knowledge was
sufficient for applications as well as how they would handle changes in the healthcare
system. Having said that, pre-pandemic experiences and those had by medical students in
a pandemic setting are not that dissimilar. However, because it was a struggle with
uncertainty, the pandemic made it worse for individuals, particularly the medical
students.
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In the study by Mittal et al. (2021), many studies were assessed in relation to
inquiries into the stress-reduction techniques used by medical students. A variety of
techniques were employed, including some limited outdoor activities, physical activity,
workouts, and virtual activities like video conversations, social networking apps, and
calming activities like
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meditation. Also, the study's findings demonstrated that certain students who willingly
participated in COVID-19 response units experienced considerably lower levels of
anxiety and burnout than their other non-involved peers because it helped them reduce
their exposure to stressors because they had a duty to fulfill and helped lessen the impact
of the pandemic situation.
This study found that the mental health of medical students is poor and
deteriorates throughout their academic careers, which made it worse during the height of
the pandemic (Weber et al., 2019). Medical students have faced numerous stressors as a
result of the deployment of distant learning, which has resulted in numerous physical,
emotional, and mental difficulties. (Majrashi, 2021). Each person has their own way of
dealing with uncertainty, and medical students in particular use a variety of methods,
even if it can be difficult to do so. (Abdulghani, 2022).
Statement of the Problem
This research will seek to determine the lived experiences of first year medical students
graduated from college in a pandemic environment. Specifically, it will seek to be
enlightened with the following:
1. How has the pandemic impacted the academic performance and learning
experiences of first-year medical students?
2. How first-year medical students experience the transition from college to medical
school in a pandemic environment?
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3. How is the clinical performance of first-year medical students in their clinical
courses as they advance into a higher education?
4. What are the key challenges, unique stressors, and coping mechanisms of first-
year medical students in a pandemic environment, and how do these differ from
pre-pandemic experiences?
5. What are the life lessons and knowledge first-year medical students acquired
through their experiences in a pandemic setting after graduating from college?
Scope and Limitation
This research will deal with the experiences of select first-year medical students at
University of the East Ramon Memorial Medical Center. By the term “culture of
research” this study only refers to. Thus, this study will only deal with the lived
experiences during college and the effects accompanied in medical school of the
respondents – the learners – in undergoing with the said research subjects or the learning
area. The study will involve fifteen (15) First Year Medical Students. The study will be
conducted during the second semester of the school year 2022-2023.
As a limitation, this study will restrict to deal with the other elements such as
lived experiences of medical students that are not first year but will not limited be to the,
lived experiences of the first-year medical students that graduated in a pandemic
environment.
Significance of the Study
This study takes significance on the following:
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School Administration. The outcome for this study will be beneficial to the school
administration in the way of adjusting their curriculum for the students as it rises from the
pandemic. This will give a hindsight on the experiences and current knowledge of first-
year medical students as they enter medical school such as the necessary lessons
that medical students retained and back when college students were taught during the
pandemic.
Teachers. This study will improve teachers' understanding of the experiences of
medical students, which might help them enhance the efficiency with which they teach
their students, thereby enhancing the students' wellbeing and exposing their potential.
Students. The outcomes of this study will be used as a tool for the students to
increase awareness of their own experiences and those of their peers. This study will
enlighten students on how to more clearly see the significance of their mental health
while they are learning and how to better comprehend the impact that the pandemic has
on their academic performance.
Family. This research will make it easier for the families of the students to
comprehend the toll that the pandemic has had on them. This may also be utilized to help
them understand the struggles that their children faced when the quality of their education
suffered due to the pandemic and to aid them in providing their children with the comfort
they need.
Future Researchers. This study will benefit future researchers by providing them
with resource material, providing a comprehensive understanding of the lived

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experiences of first-year medical students during the pandemic. The findings could
generate new research questions and hypotheses for future researchers that may help
advance the field of medical education. Overall, this study could provide a foundation for
future researchers to build upon, generating new
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knowledge and insights that will help improve the practices in medical education.
Definition of Terms
The following terms were defined conceptually and operationally to provide
understanding of the concepts presented in the study.
Clinical Practice. It is described as training ground that entails activities with and
on the behalf of patient, it requires the completion of the said activities with the presence
and collaboration of the participant. (East Tennessee State University, 2022)
In this study, Clinical Practice is the method to see the retained knowledge and
capabilities of the first-year medical students learned during the last year of college, this
is to assess if the new way of learning during pandemic is able to keep up even onsite
clinical practice was prohibited.
COVID-19. It is an infectious disease from the SARS-CoV-2 virus. The virus can
spread by small liquid particles from coughing, sneezing, speaking, and breathing.
(World Health Organization, 2020). In this study, COVID-19 was referred to as a
contagious virus that caused a sudden change in the living of the first-year medical
student, specifically the academic aspect and how did it affect the way of learning during
college now that the students are taking medical school.
Distance Learning. It is a delivery modality where learning takes place between
the teacher and the learners who are geographically remote from each other during
instruction. (Department of Education, 2021)
In this study, it is used as the method of teaching took place during the pandemic.
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Onsite Learning. It is defined as a modality of learning where be in need of the
presence of student and an authority, in this case, a teacher to be in the exact same space
and time. It has been the staple way of teaching to students. (Lecture Talks, 2023)
In this study, Onsite Learning is defined as the modality that students favor
instead of the distance learning. Since it is the traditional way of teaching, this gives a
more interactive, comprehensive, and extensive type of learning to first-year medical
students, creating on hand experience on such medical matters.
Pandemic. It is when a disease or a virus outbreak escalate and proliferate to
other continents and countries damaging the lives and health of people and the economy
of the country. (Robinson, 2022)
In this study, Pandemic is described as a barrier and a cage for the first-year
medical students, hindering the students to fully expand their potential since it limits so
much possibilities when it is required to only stay at home and at the same time, learn
necessary requirements to become a medical practitioner.
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PR 1 - Group 2 11 Stem 3 - Introduction

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DEPARTMENT OF EDUCATION

Medical Students Graduated in College in A Pandemic Environment

Jethro Francis S. Dela Cruz

Krisha Angela T. Cruz

Robert Kent S. Dela Cruz

Minnea Cindy C. Cruz

Stephen Lee. D. Deang

A Research Presented to the Senior High School Department,

Pampanga High School, City of San Fernando, Pampanga

In Partial Fulfillment of the Requirements in

Deep Dive on the Experiences of First-Year Medical Students in a Pandemic

Environment After Graduating from College” prepared and submitted by Jethro

Cindy C. Cruz, Stephen Lee D. Deang, of 11-STEM 3 in partial fulfillment of the

requirements in Practical Research 1, has been examined and recommended for

acceptance and approval.

RESEARCH EVALUATION COMMITTEE

Edilberta C. Esguerra Lyn M.

knowledge and belief, it contains no material previously written or published by another

degree or diploma or institution of higher learning, except where due acknowledgment is

of my work although we have received assistance from others on the manner of

organization, presentation, language, and style.

Cruz, Minnea Cindy C. Deang, Stephen Lee D.

Statement of the Problem................................................................................................

Significance of the Study................................................................................................

Definition of Terms .....................................................................................................

Findings and Discussion...................................................................................................

Summary, Conclusion and Recommendation...............................................................

Appendix A: Declaration of Absence of Plagiarism

Appendix B: Approval Letter

Appendix C: Instrument Validation Form

Appendix D: Curriculum Vitae

Background of the Study.

school managements nationwide implemented distance learning – a modality where

Groups to practice clinical and internship rounds with anonymized patients.

schools have invented

preserve and prepare students for the ‘real world’.

AY 2022-2023 to aid students in their learning, as published by Sarao (2022). As we

students for the past 2 years in terms of their academic performance.

COVID-19 epidemic, despite lacking the necessary infrastructure or experience to

provide high-quality medical education in this

has been affected in their own particular way.

Consequent to restrictions placed on the traditional paradigm of workplace-based

alternative practice models as a means to maintain a modicum of continuity in training

and the acquisition of fundamental competences. A national survey, as published by

performance, most likely due to communication, student assessment, use of technology

tools, and online experience.

According to a recent study conducted by Rajab et al. in 2020, the major

impediment with online education at College of Medicine, as described by the

respondents, was communication. As clinical communication skills are a crucial part of

medical education, both in pre-clinical training and in post-graduate medical programs, it

is necessary to upgrade the communication channels. In response to their complaints

come to an end, highlighting difficulties the students had

encountered, especially a poor internet connection, limited access to technology, and a

lack of study space at home.

As we transition from emergency remote learning to a post-pandemic

environment, medical students at varying levels of experience have been impacted by a

leaving them feeling ill-prepared to perform patient physical examinations.

challenges, unique stressors, and coping mechanisms of first-year medical students in a

experiences in a pandemic setting after graduating from college.

A Gloomy Clock: Scholastic Achievement Over Shades of Noir

Adapting online approaches was necessary to ensure that instruction was

19 outbreak necessitated the suspension of educational activities, demonstrating

a study by Coffey et al. (2020), insufficient supervision made it challenging to adapt