HIGHLIGHTS
SUMMARY
Undergraduate medical programs were left scrambling to adjust learning for their students and to mitigate students` inability to learn in clinical settings. Narrative reflections from undergraduate medical learners are lacking, particularly from the cohort of students at the transition point from preclinical to clinical learning. In response, a virtual pediatric clerkship bootcamp curriculum was rapidly developed and delivered during the students` time away from their clinical rotations ahead of their anticipated return. The downstream effect of disruptions to clinical rotations would carry forward, impacting this particular cohort of students as they transitioned from preclinical . . .
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