{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,5]],"date-time":"2025-11-05T16:30:48Z","timestamp":1762360248138,"version":"build-2065373602"},"reference-count":27,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2023,8,26]],"date-time":"2023-08-26T00:00:00Z","timestamp":1693008000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["asmepublications.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["The Clinical Teacher"],"published-print":{"date-parts":[[2024,4]]},"abstract":"Abstract<\/jats:title>\n \n Background<\/jats:title>\n During the COVID\u201019 pandemic, many medical students were deployed as vaccinators. This study set out to capture the lived experience of students at a London\u2010based mass vaccination site, understand what they learned, how this learning compared to their experience of usual medical education and how any identified benefits might be leveraged in a post\u2010pandemic context.<\/jats:p>\n <\/jats:sec>\n \n Methods<\/jats:title>\n \n Student vaccinators (\n n<\/jats:italic>\n \u2009=\u20098) were recruited from the vaccine clinic workforce and invited to complete semi\u2010structured interviews about their experiences. Thematic analysis was conducted on interview transcripts to identify significant concepts, which were interpreted in the context of available literature.\n <\/jats:p>\n <\/jats:sec>\n \n Findings<\/jats:title>\n Participants' experiences aligned broadly with the undergraduate curriculum. However, many also identified hidden curriculum areas developed through their work as vaccinators, including professionalism, self\u2010regulating learning and ethical decision\u2010making.<\/jats:p>\n <\/jats:sec>\n \n Discussion<\/jats:title>\n The need for adequate support, whilst promoting autonomy, was highlighted as vital in supporting professional identity formation within a community of practice, benchmarking clinical knowledge and performance, and in support of student wellbeing, in the face of challenging real\u2010world clinical encounters.<\/jats:p>\n <\/jats:sec>\n \n Conclusion<\/jats:title>\n Increased entrustment of clinical activity could be implemented in primary and secondary care settings to reproduce the benefits experienced by student vaccinators in front\u2010line roles during the COVID\u201019 pandemic. Further work might consider how to maximise these benefits and increase inclusion and participation.<\/jats:p>\n <\/jats:sec>","DOI":"10.1111\/tct.13642","type":"journal-article","created":{"date-parts":[[2023,8,26]],"date-time":"2023-08-26T04:39:04Z","timestamp":1693024744000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Development of hidden curriculum skills in a COVID\u201019 vaccination centre"],"prefix":"10.1111","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1115-9338","authenticated-orcid":false,"given":"Johannes","family":"Driessen","sequence":"first","affiliation":[{"name":"King's Undergraduate Medical Education in the Community (KUMEC), Department of Primary Care and Public Health Sciences London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6909-7395","authenticated-orcid":false,"given":"Russell","family":"Hearn","sequence":"additional","affiliation":[{"name":"King's Undergraduate Medical Education in the Community (KUMEC), Department of Primary Care and Public Health Sciences London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2023,8,26]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909-020-02117-1"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.4103\/jehp.jehp_318_21"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.30476\/JAMP.2021.89092.1363"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.4300\/JGME-D-12-00380.1"},{"key":"e_1_2_12_6_1","doi-asserted-by":"publisher","DOI":"10.2147\/AMEP.S70294"},{"key":"e_1_2_12_7_1","doi-asserted-by":"publisher","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_2_12_8_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11135-021-01182-y"},{"volume-title":"Communities of practice: learning, meaning, and identity. 18th printing","year":"2008","author":"Wenger\u2010Trayner \u00c9","key":"e_1_2_12_9_1"},{"volume-title":"Mind in society: development of higher psychological processes","year":"1978","author":"Vygotsky L","key":"e_1_2_12_10_1"},{"key":"e_1_2_12_11_1","doi-asserted-by":"publisher","DOI":"10.1002\/cne.920180503"},{"key":"e_1_2_12_12_1","doi-asserted-by":"publisher","DOI":"10.1002\/j.2164-4918.1980.tb00416.x"},{"key":"e_1_2_12_13_1","doi-asserted-by":"publisher","DOI":"10.1207\/S15327965PLI1104_01"},{"key":"e_1_2_12_14_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909-022-03259-0"},{"key":"e_1_2_12_15_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.surg.2019.11.012"},{"key":"e_1_2_12_16_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1525-1497.2005.0162.x"},{"key":"e_1_2_12_17_1","doi-asserted-by":"publisher","DOI":"10.3109\/0142159X.2011.542522"},{"key":"e_1_2_12_18_1","doi-asserted-by":"publisher","DOI":"10.1046\/j.1365-2923.2002.01300.x"},{"key":"e_1_2_12_19_1","doi-asserted-by":"publisher","DOI":"10.1080\/10401334.2016.1247000"},{"key":"e_1_2_12_20_1","doi-asserted-by":"publisher","DOI":"10.1136\/bmjopen-2020-045345"},{"key":"e_1_2_12_21_1","unstructured":"General Medical Council Outcomes for Graduates [Internet]. 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