Table 2 Subdimensions measured in each of the three vignettes
Vignette topics | Subdimension measured |
|---|---|
Volunteering to work for a COVISAN support platform - Following theoretical and practical training, and after immersion, the student may join a mobile team - Important for the student’s commitment as a future physician, providing an opportunity to explore other dimensions of the medical profession - Negative reactions of the student’s nonphysician relatives (worried about the risk of the student catching COVID-19 and advising against participation) | - R1, R2, R3 - W3 - S1, S2 - V1, V2 - L1 - T2 |
- Following accelerated training in nursing skills - Impossibility of reinforcing care teams owing to relatives’ medical problems (e.g., father at risk of severe form of COVID-19) and student’s own pathology - Student fears being stigmatized because of inaction - Loss of special financial bonus | - R1 - W1, W2 - S1 - T2 - L2 - V1, V2 |
- Potentially having to make ethical choices over patient care in ICU - Student learns that an intensive care society of a foreign country is preparing to make decisions about patient selection to favor those with a greater chance of survival - Ethical conflict, as the student has been left unprepared by culture and training for reasoning on the basis of triage criteria - Representations about the COVID-19 pandemic (more social than medical; situation not comparable to an earthquake or bombing). | - R1, R2, R3 - W2, W3 - L4 - S1 - V2 |