Presented By: Andrea Belovich, Idaho College of Osteopathic Medicine
Co-Authors: Mariluz Henshaw, Touro College of Osteopathic Medicine
Jennifer Hotzman, Idaho College of Osteopathic Medicine
Anne Weisman, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas

Purpose 
The undergraduate medical education (UME) environment is critical to medical students' professional identity formation (PIF). PIF is influenced by both explicit and implicit factors, including socialization to the profession through interactions with peers and faculty. This abstract reports changes in the perceived quantity and quality of social interactions amongst undergraduate medical students during the SARS-CoV-2 pandemic.

Methods 
This cross-sectional, mixed-methods study was conducted following the return to in-person learning at Touro College of Osteopathic Medicine-NY, Idaho College of Osteopathic Medicine, and Kirk Kerkorian School of Medicine at UNLV. We administered a survey to assess the quantity and quality of social interactions of medical students throughout the pandemic-forced shutdowns. Demographic information was obtained. Frequency of meaningful social interactions between students and faculty/staff was assessed using a Likert scale for each semester. Using a phenomenological approach, qualitative descriptions were analyzed.

Results 
There were 122 participants. Self-reported meaningful social interactions decreased during the pandemic and, as of Spring 2022, did not recover to pre-pandemic frequencies except for intracohort interactions. Themes of loss due to being online, the importance of in person conversations, how meaningful it was to share meals together, and frequent text messaging helped foster connection emerged during analysis of qualitative data.

Conclusion 
Given that PIF does not occur in isolation and requires social interaction with other members of the medical professions, the reduction of medical students' self-reported meaningful social interactions during COVID-19 may have long-reaching implications. Specifically, the indolence of recovery of frequency of social interactions between medical students and faculty should receive attention and requires further study. Educators should consider mindful cultivation of professional relationships and opportunities for meaningful social interactions with students. Limitations of this study include sample size, and rate of completion of the survey.