Health Sciences students’ experience of COVID-19 case management and contact tracing in Cape Town, South Africa

Abstract

Abstract Background COVID-19 has challenged health systems globally. Managing the epidemic in Cape Town, South Africa, required partnerships with universities and setting up of programmes for mass case and contact tracing (C&CT). Health sciences, predominantly medical students, as well as social work and psychology students formed the core of this telephone-based work over the 18 months when SARS-CoV-2 caused severe disease. Methods This qualitative study aimed to elicit students’ motivations for becoming involved in C&CT, their experiences and, recommendations for C&CT. After Cape Town’s first COVID-19 wave, six on-line focus groups comprising 23 students were conducted, and a further four were conducted with 13 students after the second wave. As the researchers were predominantly educators previously involved in undergraduate health sciences education, the study’s purpose was to reflect on students’ experiences to make educational and health system recommendations. Results Students were largely motivated to mitigate the impact of the epidemic on society and support people affected by COVID-19, as well as hone their professional skills. While these motivations were realised, students also needed to learn new skills and to manage responsibilities within the healthcare systems that did not always work smoothly, distressed cases who were financially insecure, difficult employers, and language barriers. They were prepared through training, and supported by virtual, yet effective teamwork and debriefing opportunities. Although the work was sometimes physically and emotionally exhausting, students found the work personally meaningful. They embraced public health’s role to protect population and individuals’ health. Conclusion The C&CT opportunity enabled students to become confident, work autonomously and navigate challenges they will encounter as young professionals. The programme demonstrated that opportunities for rich student learning can be embedded into public health and clinical functions of health services, and that partnerships between the health services and universities can be deepened to mutual benefit.