[System] Act as an information elicitation agent for academic interviews.

[User] Yeah. I guess in-person it’s easier to talk to rather online, but online I still had a fun time I would say with Ms O. Fun experience.

[Assistant] That’s very...I won’t say PC I can sense your sincerity. Let’s just focus on the lesson, I mean of course the teachers have a lot to play. How are you using Scribo differrntly this year, if there’s any difference?

[User]
I guess there’s a little bit of changes in Scribo? I mean I still feel like there should be more improvement because Scribo...I mean Scribo only count word count and then they give you the marks based on how many words you have at this point and actually it doesn’t look at vocab.

Like it looks at your vocab but it doesn’t look at the standard of your essay, like how it sounds and everything. Yeah so maybe it’s impossible to change that? I don’t know but to me that’s one of the problems.

[Assistant] Okay. So what would be some of the feedback that’s given to you? I mean you say that it doesn’t tell you very much, so right now it’s only telling you word count-

[User] About my vocab error, word count add more points, good sentence structure add some more points. This and that, add more points.

[Assistant] Okay. So you already started using Scribo last year right? The first time that you used it, did you feel the same way as you’re feeling now, or last year you felt...?


[System] Act as an information elicitation agent for academic interviews.

[User]
I guess there’s a little bit of changes in Scribo? I mean I still feel like there should be more improvement because Scribo...I mean Scribo only count word count and then they give you the marks based on how many words you have at this point and actually it doesn’t look at vocab.

Like it looks at your vocab but it doesn’t look at the standard of your essay, like how it sounds and everything. Yeah so maybe it’s impossible to change that? I don’t know but to me that’s one of the problems.

[Assistant] Okay. So what would be some of the feedback that’s given to you? I mean you say that it doesn’t tell you very much, so right now it’s only telling you word count-

[User] About my vocab error, word count add more points, good sentence structure add some more points. This and that, add more points.

[Assistant] Okay. So you already started using Scribo last year right? The first time that you used it, did you feel the same way as you’re feeling now, or last year you felt...?

[User] Definitely not, I think this year I feel much more able to handle it more because I know how to use it now. Last time I mean I still know how use it but I’m not that familiar with it. Now I know basically almost every function of it.

[Assistant] Okay that’s great. Because last night I was just interviewing some who are completely new so they were saying they need a guide. So what would be the functions that you recommend that they should learn how to use?


[System] Act as an information elicitation agent for academic interviews.

[User] About my vocab error, word count add more points, good sentence structure add some more points. This and that, add more points.

[Assistant] Okay. So you already started using Scribo last year right? The first time that you used it, did you feel the same way as you’re feeling now, or last year you felt...?

[User] Definitely not, I think this year I feel much more able to handle it more because I know how to use it now. Last time I mean I still know how use it but I’m not that familiar with it. Now I know basically almost every function of it.

[Assistant] Okay that’s great. Because last night I was just interviewing some who are completely new so they were saying they need a guide. So what would be the functions that you recommend that they should learn how to use?

[User]
Definitely the “check”. The “check” is definitely the easiest...it was the first thing I learnt actually, the “check” button, and how to actually change the words. Because it’s easy to know what you’re doing wrong because it gives you the format of it.

So you can basically just click on it and change the word. And you keep clicking “accept” and then everything change and then you get more marks [inaudible]

[Assistant] Okay so it’s not a lot of mental power right because they give alternatives and you just accept? Okay. Is that good or bad?


[System] Act as an information elicitation agent for academic interviews.

[User] Definitely not, I think this year I feel much more able to handle it more because I know how to use it now. Last time I mean I still know how use it but I’m not that familiar with it. Now I know basically almost every function of it.

[Assistant] Okay that’s great. Because last night I was just interviewing some who are completely new so they were saying they need a guide. So what would be the functions that you recommend that they should learn how to use?

[User]
Definitely the “check”. The “check” is definitely the easiest...it was the first thing I learnt actually, the “check” button, and how to actually change the words. Because it’s easy to know what you’re doing wrong because it gives you the format of it.

So you can basically just click on it and change the word. And you keep clicking “accept” and then everything change and then you get more marks [inaudible]

[Assistant] Okay so it’s not a lot of mental power right because they give alternatives and you just accept? Okay. Is that good or bad?

[User] From a perspective if you really wanna learn English I would say you won’t just click “accept”. So I think it’s based on yourself, if you have the discipline you would actually read through rather than pressing all of them as “accept” and then get marks. Like you don’t know what you are wrong.

[Assistant] Okay, did you find that what they were telling me last night “press check only”, they found it a bit intimidating, overwhelming, how do you feel about that?


[System] Act as an information elicitation agent for academic interviews.

[User]
Definitely the “check”. The “check” is definitely the easiest...it was the first thing I learnt actually, the “check” button, and how to actually change the words. Because it’s easy to know what you’re doing wrong because it gives you the format of it.

So you can basically just click on it and change the word. And you keep clicking “accept” and then everything change and then you get more marks [inaudible]

[Assistant] Okay so it’s not a lot of mental power right because they give alternatives and you just accept? Okay. Is that good or bad?

[User] From a perspective if you really wanna learn English I would say you won’t just click “accept”. So I think it’s based on yourself, if you have the discipline you would actually read through rather than pressing all of them as “accept” and then get marks. Like you don’t know what you are wrong.

[Assistant] Okay, did you find that what they were telling me last night “press check only”, they found it a bit intimidating, overwhelming, how do you feel about that?

[User] Definitely gets some time to get used to. I mean it took me 1 year to get used to it. I am more familiar with it so I’m not that intimidated.

[Assistant] So do you understand the feedback better this year? Because they were saying there were some things like “huh?”


[System] Act as an information elicitation agent for academic interviews.

[User] From a perspective if you really wanna learn English I would say you won’t just click “accept”. So I think it’s based on yourself, if you have the discipline you would actually read through rather than pressing all of them as “accept” and then get marks. Like you don’t know what you are wrong.

[Assistant] Okay, did you find that what they were telling me last night “press check only”, they found it a bit intimidating, overwhelming, how do you feel about that?

[User] Definitely gets some time to get used to. I mean it took me 1 year to get used to it. I am more familiar with it so I’m not that intimidated.

[Assistant] So do you understand the feedback better this year? Because they were saying there were some things like “huh?”

[User] Yeah some features I would say still a little bit confusing but I at least understand what they are saying now.

[Assistant] Okay give me an example...so you were saying there are parts that are hard to understand, which are the parts that were hard to understand?


[System] Act as an information elicitation agent for academic interviews.

[User] Definitely gets some time to get used to. I mean it took me 1 year to get used to it. I am more familiar with it so I’m not that intimidated.

[Assistant] So do you understand the feedback better this year? Because they were saying there were some things like “huh?”

[User] Yeah some features I would say still a little bit confusing but I at least understand what they are saying now.

[Assistant] Okay give me an example...so you were saying there are parts that are hard to understand, which are the parts that were hard to understand?

[User]
I would say for me the problem is mostly peer review. It’s kinda hard to understand because you need to find which peer review is on which essay that you were given, like the peer review you have to write for that particular essay.

Because last year I had peer reviews also, I had 2 peer reviews which I don’t know which one is which one. It’s not clearly stated I would say. Maybe I’m just blind, I don’t know? And I press in it, loading interface slow but I think it’s the internet.

[Assistant] Okay so peer review is somebody giving you feedback, but you don’t know where they gave the feedback?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah some features I would say still a little bit confusing but I at least understand what they are saying now.

[Assistant] Okay give me an example...so you were saying there are parts that are hard to understand, which are the parts that were hard to understand?

[User]
I would say for me the problem is mostly peer review. It’s kinda hard to understand because you need to find which peer review is on which essay that you were given, like the peer review you have to write for that particular essay.

Because last year I had peer reviews also, I had 2 peer reviews which I don’t know which one is which one. It’s not clearly stated I would say. Maybe I’m just blind, I don’t know? And I press in it, loading interface slow but I think it’s the internet.

[Assistant] Okay so peer review is somebody giving you feedback, but you don’t know where they gave the feedback?

[User] Yeah you also don’t know who it is, it’s kind of intimidating, you don’t know who is it. Mysterious.

[Assistant] Okay, I guess it’s good and bad right?


[System] Act as an information elicitation agent for academic interviews.

[User]
I would say for me the problem is mostly peer review. It’s kinda hard to understand because you need to find which peer review is on which essay that you were given, like the peer review you have to write for that particular essay.

Because last year I had peer reviews also, I had 2 peer reviews which I don’t know which one is which one. It’s not clearly stated I would say. Maybe I’m just blind, I don’t know? And I press in it, loading interface slow but I think it’s the internet.

[Assistant] Okay so peer review is somebody giving you feedback, but you don’t know where they gave the feedback?

[User] Yeah you also don’t know who it is, it’s kind of intimidating, you don’t know who is it. Mysterious.

[Assistant] Okay, I guess it’s good and bad right?

[User] I mean of course if you know the person, then I think you will give her a peace/piece? of mind but if you don’t know the person it’s kind of awkward that they’re giving you this type of review? But at the same time if you’re too mysterious about it it’s like...you know you feel uncomfortable.

[Assistant] Would you want your classmates to know that you’re the one who reviewed their work?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah you also don’t know who it is, it’s kind of intimidating, you don’t know who is it. Mysterious.

[Assistant] Okay, I guess it’s good and bad right?

[User] I mean of course if you know the person, then I think you will give her a peace/piece? of mind but if you don’t know the person it’s kind of awkward that they’re giving you this type of review? But at the same time if you’re too mysterious about it it’s like...you know you feel uncomfortable.

[Assistant] Would you want your classmates to know that you’re the one who reviewed their work?

[User] Yeah definitely. I would say I have friends to learn with, to learn from and to learn with.

[Assistant] So you don’t mind your friend knowing that remark came from you?


[System] Act as an information elicitation agent for academic interviews.

[User] I mean of course if you know the person, then I think you will give her a peace/piece? of mind but if you don’t know the person it’s kind of awkward that they’re giving you this type of review? But at the same time if you’re too mysterious about it it’s like...you know you feel uncomfortable.

[Assistant] Would you want your classmates to know that you’re the one who reviewed their work?

[User] Yeah definitely. I would say I have friends to learn with, to learn from and to learn with.

[Assistant] So you don’t mind your friend knowing that remark came from you?

[User] Yeah. If its in the class I don’t mind. Maybe if more unfamiliar person then maybe there will be some awkwardness. I wouldn’t say after school I’ll beat them up, it’s just awkward.

[Assistant] Okay. That occurs to me how does that compare with face- to-face peer review? Do you do it in school? Peer review in school?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah definitely. I would say I have friends to learn with, to learn from and to learn with.

[Assistant] So you don’t mind your friend knowing that remark came from you?

[User] Yeah. If its in the class I don’t mind. Maybe if more unfamiliar person then maybe there will be some awkwardness. I wouldn’t say after school I’ll beat them up, it’s just awkward.

[Assistant] Okay. That occurs to me how does that compare with face- to-face peer review? Do you do it in school? Peer review in school?

[User] Normally teacher just ask the class what did the person do correctly and what did the person do wrongly. Like she flashes the thing when you’re presenting, and then just like that, “peer review”. It’s just everybody, but most of them don’t talk because it’s the class you know.

[Assistant] Okay. Because so many people. So you’ve never experienced having the teacher say “you and your shoulder partner exchange papers and give each other reviews”?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah. If its in the class I don’t mind. Maybe if more unfamiliar person then maybe there will be some awkwardness. I wouldn’t say after school I’ll beat them up, it’s just awkward.

[Assistant] Okay. That occurs to me how does that compare with face- to-face peer review? Do you do it in school? Peer review in school?

[User] Normally teacher just ask the class what did the person do correctly and what did the person do wrongly. Like she flashes the thing when you’re presenting, and then just like that, “peer review”. It’s just everybody, but most of them don’t talk because it’s the class you know.

[Assistant] Okay. Because so many people. So you’ve never experienced having the teacher say “you and your shoulder partner exchange papers and give each other reviews”?

[User] Not really, not yet?

[Assistant] Okay, so how does both last year’s teacher and this year’s teacher...last night’s group actually very fun they were saying “we call him cher.” So how do the chers prepare y’all to give each other peer review? Just give to you or?


[System] Act as an information elicitation agent for academic interviews.

[User] Normally teacher just ask the class what did the person do correctly and what did the person do wrongly. Like she flashes the thing when you’re presenting, and then just like that, “peer review”. It’s just everybody, but most of them don’t talk because it’s the class you know.

[Assistant] Okay. Because so many people. So you’ve never experienced having the teacher say “you and your shoulder partner exchange papers and give each other reviews”?

[User] Not really, not yet?

[Assistant] Okay, so how does both last year’s teacher and this year’s teacher...last night’s group actually very fun they were saying “we call him cher.” So how do the chers prepare y’all to give each other peer review? Just give to you or?

[User] The teacher definitely try to make it anonymous but-

[Assistant] But how do you know what to write?


[System] Act as an information elicitation agent for academic interviews.

[User] Not really, not yet?

[Assistant] Okay, so how does both last year’s teacher and this year’s teacher...last night’s group actually very fun they were saying “we call him cher.” So how do the chers prepare y’all to give each other peer review? Just give to you or?

[User] The teacher definitely try to make it anonymous but-

[Assistant] But how do you know what to write?

[User] Because teacher gave us a list of things to write, and then we just kind of complete the sentence? But because the sentence is just halfway, so fill in the blanks kind of thing. So we did the complete the sentence, and then the rest of the part you just self-think what you think.

[Assistant] Okay your initiative, what you feel. Do y’all use rubrics? Do y’all compare your friend’s work with the rubrics?


[System] Act as an information elicitation agent for academic interviews.

[User] The teacher definitely try to make it anonymous but-

[Assistant] But how do you know what to write?

[User] Because teacher gave us a list of things to write, and then we just kind of complete the sentence? But because the sentence is just halfway, so fill in the blanks kind of thing. So we did the complete the sentence, and then the rest of the part you just self-think what you think.

[Assistant] Okay your initiative, what you feel. Do y’all use rubrics? Do y’all compare your friend’s work with the rubrics?

[User] Not really.

[Assistant] Okay. What else does the cher help in your composition writing apart from this peer review thing?


[System] Act as an information elicitation agent for academic interviews.

[User] Because teacher gave us a list of things to write, and then we just kind of complete the sentence? But because the sentence is just halfway, so fill in the blanks kind of thing. So we did the complete the sentence, and then the rest of the part you just self-think what you think.

[Assistant] Okay your initiative, what you feel. Do y’all use rubrics? Do y’all compare your friend’s work with the rubrics?

[User] Not really.

[Assistant] Okay. What else does the cher help in your composition writing apart from this peer review thing?

[User]
I would say the teacher...very helpful. He actually gave a lot of tips like how to write introduction paragraph, and use what tactic to do it, then you will write a kind of complete introduction. I would say that the teacher gave a lot of stepping stones, he is very good. I feel I can follow the class because you know what to do.

They just don’t throw you into an empty room and then just tell you to do things.

[Assistant] Okay. Let me guess, this doesn’t happen in school?


[System] Act as an information elicitation agent for academic interviews.

[User] Not really.

[Assistant] Okay. What else does the cher help in your composition writing apart from this peer review thing?

[User]
I would say the teacher...very helpful. He actually gave a lot of tips like how to write introduction paragraph, and use what tactic to do it, then you will write a kind of complete introduction. I would say that the teacher gave a lot of stepping stones, he is very good. I feel I can follow the class because you know what to do.

They just don’t throw you into an empty room and then just tell you to do things.

[Assistant] Okay. Let me guess, this doesn’t happen in school?

[User] I mean yeah there’s too many people.

[Assistant] Okay. So in school your teachers don’t give you like “step 1 do this, step 2 do this”?


[System] Act as an information elicitation agent for academic interviews.

[User]
I would say the teacher...very helpful. He actually gave a lot of tips like how to write introduction paragraph, and use what tactic to do it, then you will write a kind of complete introduction. I would say that the teacher gave a lot of stepping stones, he is very good. I feel I can follow the class because you know what to do.

They just don’t throw you into an empty room and then just tell you to do things.

[Assistant] Okay. Let me guess, this doesn’t happen in school?

[User] I mean yeah there’s too many people.

[Assistant] Okay. So in school your teachers don’t give you like “step 1 do this, step 2 do this”?

[User] I wouldn’t say that they don’t, but they rarely do it. Mostly they just go through some steps and ask you to do a composition and then like...I feel like they either go too fast because there’s no time, or too fast because too much students to ask questions.

[Assistant] Okay. It just occurred to me, when he gives y’all the tips it’s embedded in Scribo right? It’s there part of the lesson in Scribo?


[System] Act as an information elicitation agent for academic interviews.

[User] I mean yeah there’s too many people.

[Assistant] Okay. So in school your teachers don’t give you like “step 1 do this, step 2 do this”?

[User] I wouldn’t say that they don’t, but they rarely do it. Mostly they just go through some steps and ask you to do a composition and then like...I feel like they either go too fast because there’s no time, or too fast because too much students to ask questions.

[Assistant] Okay. It just occurred to me, when he gives y’all the tips it’s embedded in Scribo right? It’s there part of the lesson in Scribo?

[User] Yeah.

[Assistant] Because he doesn’t give you paper...no right? It is parked within Scribo. And then when you’re lost you can go back to the Scribo.


[System] Act as an information elicitation agent for academic interviews.

[User] I wouldn’t say that they don’t, but they rarely do it. Mostly they just go through some steps and ask you to do a composition and then like...I feel like they either go too fast because there’s no time, or too fast because too much students to ask questions.

[Assistant] Okay. It just occurred to me, when he gives y’all the tips it’s embedded in Scribo right? It’s there part of the lesson in Scribo?

[User] Yeah.

[Assistant] Because he doesn’t give you paper...no right? It is parked within Scribo. And then when you’re lost you can go back to the Scribo.

[User] Yeah, to Scribo and find out what the question is. And I don’t know if it’s Scribo or the teacher but there’s a lot of helpful words in there to use.

[Assistant] Okay so it’s all parked there, whatever help that you need is there. In school if you’re lost where do you go to for help?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah.

[Assistant] Because he doesn’t give you paper...no right? It is parked within Scribo. And then when you’re lost you can go back to the Scribo.

[User] Yeah, to Scribo and find out what the question is. And I don’t know if it’s Scribo or the teacher but there’s a lot of helpful words in there to use.

[Assistant] Okay so it’s all parked there, whatever help that you need is there. In school if you’re lost where do you go to for help?

[User] They just fly over, the lesson just finish, end, and next lesson you have no time to actually clear all your doubts I would say. That’s why there’s this thing called tuition.

[Assistant]
Okay so this is what happens before you start writing and when you start writing. So talk me through when you are writing for the teacher here, this term you had quite a few right, there was one where it’s for teenagers making a stand on climate change.

Do you remember that one? It’s expository writing. So he says- was that writing a speech?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah, to Scribo and find out what the question is. And I don’t know if it’s Scribo or the teacher but there’s a lot of helpful words in there to use.

[Assistant] Okay so it’s all parked there, whatever help that you need is there. In school if you’re lost where do you go to for help?

[User] They just fly over, the lesson just finish, end, and next lesson you have no time to actually clear all your doubts I would say. That’s why there’s this thing called tuition.

[Assistant]
Okay so this is what happens before you start writing and when you start writing. So talk me through when you are writing for the teacher here, this term you had quite a few right, there was one where it’s for teenagers making a stand on climate change.

Do you remember that one? It’s expository writing. So he says- was that writing a speech?

[User] That one is other one if I’m not wrong.

[Assistant] Olay so let’s say whether it’s writing a speech or expository, what do you do when he says “start to write” ?


[System] Act as an information elicitation agent for academic interviews.

[User] They just fly over, the lesson just finish, end, and next lesson you have no time to actually clear all your doubts I would say. That’s why there’s this thing called tuition.

[Assistant]
Okay so this is what happens before you start writing and when you start writing. So talk me through when you are writing for the teacher here, this term you had quite a few right, there was one where it’s for teenagers making a stand on climate change.

Do you remember that one? It’s expository writing. So he says- was that writing a speech?

[User] That one is other one if I’m not wrong.

[Assistant] Olay so let’s say whether it’s writing a speech or expository, what do you do when he says “start to write” ?

[User] Because before he ask us to write, he actually had slides to show us the direction we should be going, so I basically know what I am supposed to write. It didn’t have much of a problem but I realised that I still go off topic sometimes. Maybe it’s just me personally but I went really off topic.

[Assistant] Okay, once or twice or all the time?


[System] Act as an information elicitation agent for academic interviews.

[User] That one is other one if I’m not wrong.

[Assistant] Olay so let’s say whether it’s writing a speech or expository, what do you do when he says “start to write” ?

[User] Because before he ask us to write, he actually had slides to show us the direction we should be going, so I basically know what I am supposed to write. It didn’t have much of a problem but I realised that I still go off topic sometimes. Maybe it’s just me personally but I went really off topic.

[Assistant] Okay, once or twice or all the time?

[User] Once or twice, not all the time.

[Assistant] Okay. So he basically gives you like you say, stepping stones, he probably gave you a template, so you write and then what’s the next thing you do? After you write? Then hand up to him?


[System] Act as an information elicitation agent for academic interviews.

[User] Because before he ask us to write, he actually had slides to show us the direction we should be going, so I basically know what I am supposed to write. It didn’t have much of a problem but I realised that I still go off topic sometimes. Maybe it’s just me personally but I went really off topic.

[Assistant] Okay, once or twice or all the time?

[User] Once or twice, not all the time.

[Assistant] Okay. So he basically gives you like you say, stepping stones, he probably gave you a template, so you write and then what’s the next thing you do? After you write? Then hand up to him?

[User]
No I use the “check” in Scribo, I change some of the structure and all. Of course you can also easily cheat- I mean I won’t call it cheating if you learn from it, you go to other websites and you copy paste from there to Scribo, and then you might learn something

After doing that it’ll give you more marks, sometimes. But if you have bad sentence structures or words or grammar, then they will just minus marks.

[Assistant] Okay so last night’s class was telling me some of them prefer to write one paragraph and “check”, some prefer to write the whole thing and “check”. Which one do you are you?


[System] Act as an information elicitation agent for academic interviews.

[User] Once or twice, not all the time.

[Assistant] Okay. So he basically gives you like you say, stepping stones, he probably gave you a template, so you write and then what’s the next thing you do? After you write? Then hand up to him?

[User]
No I use the “check” in Scribo, I change some of the structure and all. Of course you can also easily cheat- I mean I won’t call it cheating if you learn from it, you go to other websites and you copy paste from there to Scribo, and then you might learn something

After doing that it’ll give you more marks, sometimes. But if you have bad sentence structures or words or grammar, then they will just minus marks.

[Assistant] Okay so last night’s class was telling me some of them prefer to write one paragraph and “check”, some prefer to write the whole thing and “check”. Which one do you are you?

[User] I would say the whole thing and then “check”.

[Assistant] Why do you prefer to write then-


[System] Act as an information elicitation agent for academic interviews.

[User]
No I use the “check” in Scribo, I change some of the structure and all. Of course you can also easily cheat- I mean I won’t call it cheating if you learn from it, you go to other websites and you copy paste from there to Scribo, and then you might learn something

After doing that it’ll give you more marks, sometimes. But if you have bad sentence structures or words or grammar, then they will just minus marks.

[Assistant] Okay so last night’s class was telling me some of them prefer to write one paragraph and “check”, some prefer to write the whole thing and “check”. Which one do you are you?

[User] I would say the whole thing and then “check”.

[Assistant] Why do you prefer to write then-

[User]
I think if you write a paragraph and then check, first of all you’re making yourself busy, you’re wasting more time. In the actual exam you won’t have time to finish because you want to-because after doing one paragraph you need to scan through and check if you did anything wrong.

I prefer to finish the exam, essay, and then go back and check. People that go and check after writing one paragraph mostly all copy from website I would say. Because they copy from website, they paste, and then they check to see how much marks they lose or gain.

[Assistant] Oh I didn’t know that. Okay, you know what you’re telling me is here using Scribo, but during exams, because you use the word “exams”, during exams do you check through your work?


[System] Act as an information elicitation agent for academic interviews.

[User] I would say the whole thing and then “check”.

[Assistant] Why do you prefer to write then-

[User]
I think if you write a paragraph and then check, first of all you’re making yourself busy, you’re wasting more time. In the actual exam you won’t have time to finish because you want to-because after doing one paragraph you need to scan through and check if you did anything wrong.

I prefer to finish the exam, essay, and then go back and check. People that go and check after writing one paragraph mostly all copy from website I would say. Because they copy from website, they paste, and then they check to see how much marks they lose or gain.

[Assistant] Oh I didn’t know that. Okay, you know what you’re telling me is here using Scribo, but during exams, because you use the word “exams”, during exams do you check through your work?

[User] After finishing the exam. That’s why Scribo also I finish the essay then I check.

[Assistant] Has it always been your habit to check through your work?


[System] Act as an information elicitation agent for academic interviews.

[User]
I think if you write a paragraph and then check, first of all you’re making yourself busy, you’re wasting more time. In the actual exam you won’t have time to finish because you want to-because after doing one paragraph you need to scan through and check if you did anything wrong.

I prefer to finish the exam, essay, and then go back and check. People that go and check after writing one paragraph mostly all copy from website I would say. Because they copy from website, they paste, and then they check to see how much marks they lose or gain.

[Assistant] Oh I didn’t know that. Okay, you know what you’re telling me is here using Scribo, but during exams, because you use the word “exams”, during exams do you check through your work?

[User] After finishing the exam. That’s why Scribo also I finish the essay then I check.

[Assistant] Has it always been your habit to check through your work?

[User] Yeah always, definitely you need to if not you will lose a lot of marks because of careless mistakes.

[Assistant] Okay. So after one year of Scribo telling you what the...do you find that you are more accurate in picking out your mistakes? Like checking?


[System] Act as an information elicitation agent for academic interviews.

[User] After finishing the exam. That’s why Scribo also I finish the essay then I check.

[Assistant] Has it always been your habit to check through your work?

[User] Yeah always, definitely you need to if not you will lose a lot of marks because of careless mistakes.

[Assistant] Okay. So after one year of Scribo telling you what the...do you find that you are more accurate in picking out your mistakes? Like checking?

[User]
Yeah I can spot most of my spelling mistakes now. and sentence structure also. I know what sentence structure actually is wrong, because Scribo actually changes your structure, but sometimes it’s also bad because it changes the words that is not related to the sentence.

Sometimes if you ignore it you minus marks. So it’s not really that good, not 100%, but definitely 90%.

[Assistant] Can you give me an example of when they change already, and it becomes not...?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah always, definitely you need to if not you will lose a lot of marks because of careless mistakes.

[Assistant] Okay. So after one year of Scribo telling you what the...do you find that you are more accurate in picking out your mistakes? Like checking?

[User]
Yeah I can spot most of my spelling mistakes now. and sentence structure also. I know what sentence structure actually is wrong, because Scribo actually changes your structure, but sometimes it’s also bad because it changes the words that is not related to the sentence.

Sometimes if you ignore it you minus marks. So it’s not really that good, not 100%, but definitely 90%.

[Assistant] Can you give me an example of when they change already, and it becomes not...?

[User] Different, the whole sentence the meaning all changed.

[Assistant] Can you remember an example of that?


[System] Act as an information elicitation agent for academic interviews.

[User]
Yeah I can spot most of my spelling mistakes now. and sentence structure also. I know what sentence structure actually is wrong, because Scribo actually changes your structure, but sometimes it’s also bad because it changes the words that is not related to the sentence.

Sometimes if you ignore it you minus marks. So it’s not really that good, not 100%, but definitely 90%.

[Assistant] Can you give me an example of when they change already, and it becomes not...?

[User] Different, the whole sentence the meaning all changed.

[Assistant] Can you remember an example of that?

[User] No not really. I mean I can remember that happened last time but I cannot remember the exact sentence.

[Assistant] Okay no problem. I just remember last year the students tell me “a can of sardines”, then they say change it to “a tin or sardines” so...


[System] Act as an information elicitation agent for academic interviews.

[User] Different, the whole sentence the meaning all changed.

[Assistant] Can you remember an example of that?

[User] No not really. I mean I can remember that happened last time but I cannot remember the exact sentence.

[Assistant] Okay no problem. I just remember last year the students tell me “a can of sardines”, then they say change it to “a tin or sardines” so...

[User] Mine... was a big change the word definitely changes the whole thing.

[Assistant] Okay. So the fact that you can spot all this, did your teacher this year notice any change from January to May? Did she notice that you have improved or not improved, or anything?


[System] Act as an information elicitation agent for academic interviews.

[User] No not really. I mean I can remember that happened last time but I cannot remember the exact sentence.

[Assistant] Okay no problem. I just remember last year the students tell me “a can of sardines”, then they say change it to “a tin or sardines” so...

[User] Mine... was a big change the word definitely changes the whole thing.

[Assistant] Okay. So the fact that you can spot all this, did your teacher this year notice any change from January to May? Did she notice that you have improved or not improved, or anything?

[User] Definitely I’ve improved on my English, 100% I did. My marks all increased and everything. From 50 to almost failing I got to 60 something to grade 3.

[Assistant] Okay grade 3 would be actually 65 and above?


[System] Act as an information elicitation agent for academic interviews.

[User] Mine... was a big change the word definitely changes the whole thing.

[Assistant] Okay. So the fact that you can spot all this, did your teacher this year notice any change from January to May? Did she notice that you have improved or not improved, or anything?

[User] Definitely I’ve improved on my English, 100% I did. My marks all increased and everything. From 50 to almost failing I got to 60 something to grade 3.

[Assistant] Okay grade 3 would be actually 65 and above?

[User] I forgot I think it’s 66 and above, I got 69 on it.

[Assistant] That’s very good! This compre or compo or altogether?


[System] Act as an information elicitation agent for academic interviews.

[User] Definitely I’ve improved on my English, 100% I did. My marks all increased and everything. From 50 to almost failing I got to 60 something to grade 3.

[Assistant] Okay grade 3 would be actually 65 and above?

[User] I forgot I think it’s 66 and above, I got 69 on it.

[Assistant] That’s very good! This compre or compo or altogether?

[User] No, only compo. Because WA2.

[Assistant] Oh because WA2 is a compo. What sort of compo was it?


[System] Act as an information elicitation agent for academic interviews.

[User] I forgot I think it’s 66 and above, I got 69 on it.

[Assistant] That’s very good! This compre or compo or altogether?

[User] No, only compo. Because WA2.

[Assistant] Oh because WA2 is a compo. What sort of compo was it?

[User] I forgot what compo was it.

[Assistant] It’s okay, tell me if you were able to apply the stuff that you...


[System] Act as an information elicitation agent for academic interviews.

[User] No, only compo. Because WA2.

[Assistant] Oh because WA2 is a compo. What sort of compo was it?

[User] I forgot what compo was it.

[Assistant] It’s okay, tell me if you were able to apply the stuff that you...

[User] Oh yeah definitely I can confidently say that I did apply a lot of methods.

[Assistant] Okay, can you give me one example of a method you’ve applied?


[System] Act as an information elicitation agent for academic interviews.

[User] I forgot what compo was it.

[Assistant] It’s okay, tell me if you were able to apply the stuff that you...

[User] Oh yeah definitely I can confidently say that I did apply a lot of methods.

[Assistant] Okay, can you give me one example of a method you’ve applied?

[User]
The thing I mostly apply is I will check through everything, sentences and everything, especially spelling which I know minus a lot of marks because of my carelessness. But sometimes I don’t know how to spell that word even though I know it’s wrong.

So I would actually change to another synonym, which I learn from Scribo, ChatGPT or what, all AI. I actually learnt that from Scribo because I said they change some of the words and change the entire meaning, but sometimes they did change the word but it’s the same meaning of the word. It's just changed.

[Assistant] Okay, that’s very smart. Actually that occurred to me, do you use Scribo for your schoolwork?


[System] Act as an information elicitation agent for academic interviews.

[User] Oh yeah definitely I can confidently say that I did apply a lot of methods.

[Assistant] Okay, can you give me one example of a method you’ve applied?

[User]
The thing I mostly apply is I will check through everything, sentences and everything, especially spelling which I know minus a lot of marks because of my carelessness. But sometimes I don’t know how to spell that word even though I know it’s wrong.

So I would actually change to another synonym, which I learn from Scribo, ChatGPT or what, all AI. I actually learnt that from Scribo because I said they change some of the words and change the entire meaning, but sometimes they did change the word but it’s the same meaning of the word. It's just changed.

[Assistant] Okay, that’s very smart. Actually that occurred to me, do you use Scribo for your schoolwork?

[User] I don’t think you can do that.

[Assistant] But you can right? The CDAC people keep telling me that- well is the school stopping you from using is it?


[System] Act as an information elicitation agent for academic interviews.

[User]
The thing I mostly apply is I will check through everything, sentences and everything, especially spelling which I know minus a lot of marks because of my carelessness. But sometimes I don’t know how to spell that word even though I know it’s wrong.

So I would actually change to another synonym, which I learn from Scribo, ChatGPT or what, all AI. I actually learnt that from Scribo because I said they change some of the words and change the entire meaning, but sometimes they did change the word but it’s the same meaning of the word. It's just changed.

[Assistant] Okay, that’s very smart. Actually that occurred to me, do you use Scribo for your schoolwork?

[User] I don’t think you can do that.

[Assistant] But you can right? The CDAC people keep telling me that- well is the school stopping you from using is it?

[User] Basically any website unless it’s of course homework.

[Assistant] Yeah homework, do you use it?


[System] Act as an information elicitation agent for academic interviews.

[User] I don’t think you can do that.

[Assistant] But you can right? The CDAC people keep telling me that- well is the school stopping you from using is it?

[User] Basically any website unless it’s of course homework.

[Assistant] Yeah homework, do you use it?

[User] I mean it’s digital so I don’t use it because if you use it on digital and then you have to write on the piece of paper. I don’t use it.

[Assistant] Wait your homework is still all paper?


[System] Act as an information elicitation agent for academic interviews.

[User] Basically any website unless it’s of course homework.

[Assistant] Yeah homework, do you use it?

[User] I mean it’s digital so I don’t use it because if you use it on digital and then you have to write on the piece of paper. I don’t use it.

[Assistant] Wait your homework is still all paper?

[User] All paper.

[Assistant] Okay which one do you prefer, writing or digital?


[System] Act as an information elicitation agent for academic interviews.

[User] I mean it’s digital so I don’t use it because if you use it on digital and then you have to write on the piece of paper. I don’t use it.

[Assistant] Wait your homework is still all paper?

[User] All paper.

[Assistant] Okay which one do you prefer, writing or digital?

[User] Of course digital. Nowadays everybody is all on technology.

[Assistant] Why, what’s the advantage?


[System] Act as an information elicitation agent for academic interviews.

[User] All paper.

[Assistant] Okay which one do you prefer, writing or digital?

[User] Of course digital. Nowadays everybody is all on technology.

[Assistant] Why, what’s the advantage?

[User]
Advantage is of course first of all you don’t need to write with your actual hand, you can just type the words and it kind of just pops up, like magic. And second is convenient, you can do it anywhere you want. You got to bring the charger but you can do it everywhere.

And it’s fast. You can just type because now you don’t need to look at the keyboard you just type.

[Assistant] Okay so for you it’s faster? More familiar?


[System] Act as an information elicitation agent for academic interviews.

[User] Of course digital. Nowadays everybody is all on technology.

[Assistant] Why, what’s the advantage?

[User]
Advantage is of course first of all you don’t need to write with your actual hand, you can just type the words and it kind of just pops up, like magic. And second is convenient, you can do it anywhere you want. You got to bring the charger but you can do it everywhere.

And it’s fast. You can just type because now you don’t need to look at the keyboard you just type.

[Assistant] Okay so for you it’s faster? More familiar?

[User] For me, faster yeah.

[Assistant] What about the fact that some people tell me “writing I must think, then if it’s proper then I write, if not I end up using correction tape and all.” But typing you and cut and paste and move things around. Is that one of the factors?


[System] Act as an information elicitation agent for academic interviews.

[User]
Advantage is of course first of all you don’t need to write with your actual hand, you can just type the words and it kind of just pops up, like magic. And second is convenient, you can do it anywhere you want. You got to bring the charger but you can do it everywhere.

And it’s fast. You can just type because now you don’t need to look at the keyboard you just type.

[Assistant] Okay so for you it’s faster? More familiar?

[User] For me, faster yeah.

[Assistant] What about the fact that some people tell me “writing I must think, then if it’s proper then I write, if not I end up using correction tape and all.” But typing you and cut and paste and move things around. Is that one of the factors?

[User] I mean for me it doesn’t really affect me that much, because I don’t really think I just write. Whatever pops up in my mind I just write. But after checking then I will do the corrections, like I said change the words type and everything.

[Assistant] Sure. So as you say, obviously after you’ve done that, digitally is easier to correct compared to [paper]?


[System] Act as an information elicitation agent for academic interviews.

[User] For me, faster yeah.

[Assistant] What about the fact that some people tell me “writing I must think, then if it’s proper then I write, if not I end up using correction tape and all.” But typing you and cut and paste and move things around. Is that one of the factors?

[User] I mean for me it doesn’t really affect me that much, because I don’t really think I just write. Whatever pops up in my mind I just write. But after checking then I will do the corrections, like I said change the words type and everything.

[Assistant] Sure. So as you say, obviously after you’ve done that, digitally is easier to correct compared to [paper]?

[User] Yeah because you need to use correction tape which spends money and another thing is that you have no space. If you cancel you have no space, you realise you have no space.

[Assistant] Okay so I can see that that’s the advantage you were saying. Okay let’s talk about the part where after you’ve submitted your work, then what happens after the teacher here returns you the work versus in school? My impression from school is that teacher just brings out a few examples and-


[System] Act as an information elicitation agent for academic interviews.

[User] I mean for me it doesn’t really affect me that much, because I don’t really think I just write. Whatever pops up in my mind I just write. But after checking then I will do the corrections, like I said change the words type and everything.

[Assistant] Sure. So as you say, obviously after you’ve done that, digitally is easier to correct compared to [paper]?

[User] Yeah because you need to use correction tape which spends money and another thing is that you have no space. If you cancel you have no space, you realise you have no space.

[Assistant] Okay so I can see that that’s the advantage you were saying. Okay let’s talk about the part where after you’ve submitted your work, then what happens after the teacher here returns you the work versus in school? My impression from school is that teacher just brings out a few examples and-

[User]
I mean it’s definitely faster, 100%. To my school teacher’s credit, she make the effort to mark one by one our work, and then actually brings out the top scorer’s work and give it to us. Like you said rough examples and ask you to basically learn from them.

But then after that you see WA2 they fail. I would say Scribo is very fast I guess because of the help of technology also? And it spots all your mistakes.

[Assistant] So you know immediately...okay.


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah because you need to use correction tape which spends money and another thing is that you have no space. If you cancel you have no space, you realise you have no space.

[Assistant] Okay so I can see that that’s the advantage you were saying. Okay let’s talk about the part where after you’ve submitted your work, then what happens after the teacher here returns you the work versus in school? My impression from school is that teacher just brings out a few examples and-

[User]
I mean it’s definitely faster, 100%. To my school teacher’s credit, she make the effort to mark one by one our work, and then actually brings out the top scorer’s work and give it to us. Like you said rough examples and ask you to basically learn from them.

But then after that you see WA2 they fail. I would say Scribo is very fast I guess because of the help of technology also? And it spots all your mistakes.

[Assistant] So you know immediately...okay.

[User] Yeah you basically don’t really need a teacher? But some things still need a teacher, some things.

[Assistant] Okay. Are you required to do corrections for school?


[System] Act as an information elicitation agent for academic interviews.

[User]
I mean it’s definitely faster, 100%. To my school teacher’s credit, she make the effort to mark one by one our work, and then actually brings out the top scorer’s work and give it to us. Like you said rough examples and ask you to basically learn from them.

But then after that you see WA2 they fail. I would say Scribo is very fast I guess because of the help of technology also? And it spots all your mistakes.

[Assistant] So you know immediately...okay.

[User] Yeah you basically don’t really need a teacher? But some things still need a teacher, some things.

[Assistant] Okay. Are you required to do corrections for school?

[User] No. Somehow I don’t know why, I also thought I need to do corrections but they just basically flash the top scorers paper, and then tell us just look at that, and then that’s it. That’s your correction, but they print out the paper for you already.

[Assistant] Okay. But over here, you’re obviously...


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah you basically don’t really need a teacher? But some things still need a teacher, some things.

[Assistant] Okay. Are you required to do corrections for school?

[User] No. Somehow I don’t know why, I also thought I need to do corrections but they just basically flash the top scorers paper, and then tell us just look at that, and then that’s it. That’s your correction, but they print out the paper for you already.

[Assistant] Okay. But over here, you’re obviously...

[User] Yeah you need, you do some adjustments and everything. Teacher also went-

[Assistant] He goes through and after he goes through and gives comments, are you required to re-draft?


[System] Act as an information elicitation agent for academic interviews.

[User] No. Somehow I don’t know why, I also thought I need to do corrections but they just basically flash the top scorers paper, and then tell us just look at that, and then that’s it. That’s your correction, but they print out the paper for you already.

[Assistant] Okay. But over here, you’re obviously...

[User] Yeah you need, you do some adjustments and everything. Teacher also went-

[Assistant] He goes through and after he goes through and gives comments, are you required to re-draft?

[User] Yeah change it and he also helps us a lot with different things.

[Assistant] Okay. So I can see how between school and here there’s a difference in the preparation in the writing as well as the...I’m so reluctant to let you go. Okay I’m gonna ask you 1 or 2 last questions. If I were to ask you, are you more confident in English language now? Would you agree? Disagree?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah you need, you do some adjustments and everything. Teacher also went-

[Assistant] He goes through and after he goes through and gives comments, are you required to re-draft?

[User] Yeah change it and he also helps us a lot with different things.

[Assistant] Okay. So I can see how between school and here there’s a difference in the preparation in the writing as well as the...I’m so reluctant to let you go. Okay I’m gonna ask you 1 or 2 last questions. If I were to ask you, are you more confident in English language now? Would you agree? Disagree?

[User] Yeah definitely. Definitely more confident I would say speaking-wise. Because Scribo helped me on writing, I feel like after writing you can actually convert those into speaking. You know more vocab, you know what to say. sentence don’t sound so boring.

[Assistant] Okay. So you’re more confident, let’s say going forward, have you changed the way you approach your learning of English language? I mean previously students who tell me “cher English cannot study one.”


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah change it and he also helps us a lot with different things.

[Assistant] Okay. So I can see how between school and here there’s a difference in the preparation in the writing as well as the...I’m so reluctant to let you go. Okay I’m gonna ask you 1 or 2 last questions. If I were to ask you, are you more confident in English language now? Would you agree? Disagree?

[User] Yeah definitely. Definitely more confident I would say speaking-wise. Because Scribo helped me on writing, I feel like after writing you can actually convert those into speaking. You know more vocab, you know what to say. sentence don’t sound so boring.

[Assistant] Okay. So you’re more confident, let’s say going forward, have you changed the way you approach your learning of English language? I mean previously students who tell me “cher English cannot study one.”

[User]
I mean wouldn’t say I changed that much, but I would say I actually read more because I just like reading now. I got into reading. Parents always called me for not reading the news so had no choice. Basically that’s really it.

I mean English...I would say using Scribo is definitely easier to spot your mistakes without your teacher. But you got to be responsible enough.

[Assistant] That’s great, I think such a good model for the success of the program, especially after you say you’ve benefited from it from one year. We wanted to know if after one year, is there a plateau or does it keep going up. So what do you think? Go up come down, go up plateau, or go up and keep on going up?


[System] Act as an information elicitation agent for academic interviews.

[User] 31.

[Assistant] And where are you located?

[User] I am located in Philadelphia.

[Assistant] And what was your job? Oh, where do you work?

[User] I’m an emergency medicine, doctor?

[Assistant] And what was your job in January 2020.


[System] Act as an information elicitation agent for academic interviews.

[User] I am located in Philadelphia.

[Assistant] And what was your job? Oh, where do you work?

[User] I’m an emergency medicine, doctor?

[Assistant] And what was your job in January 2020.

[User] I was a resident in emergency medicine, completing my residency here.

[Assistant] So when did you first hear about COVID?


[System] Act as an information elicitation agent for academic interviews.

[User] I’m an emergency medicine, doctor?

[Assistant] And what was your job in January 2020.

[User] I was a resident in emergency medicine, completing my residency here.

[Assistant] So when did you first hear about COVID?

[User] Probably January of 2020 Probably. And maybe December. Hard to remember. Either December or January.

[Assistant] Do you remember where?


[System] Act as an information elicitation agent for academic interviews.

[User] I was a resident in emergency medicine, completing my residency here.

[Assistant] So when did you first hear about COVID?

[User] Probably January of 2020 Probably. And maybe December. Hard to remember. Either December or January.

[Assistant] Do you remember where?

[User] No.

[Assistant] So what were your initial thoughts?


[System] Act as an information elicitation agent for academic interviews.

[User] Probably January of 2020 Probably. And maybe December. Hard to remember. Either December or January.

[Assistant] Do you remember where?

[User] No.

[Assistant] So what were your initial thoughts?

[User] Honestly, my initial thoughts were it was just not a global issue. It just was not really anything I had to think about at that moment.

[Assistant] But do you remember, why?


[System] Act as an information elicitation agent for academic interviews.

[User] No.

[Assistant] So what were your initial thoughts?

[User] Honestly, my initial thoughts were it was just not a global issue. It just was not really anything I had to think about at that moment.

[Assistant] But do you remember, why?

[User] It was very remote. It wasn't the first time there was a viral illness that was highly contagious that wasn't in this region. I just I never expected it to become a pandemic. I always thought it was just going to be an epidemic. So it wasn't really on my radar.

[Assistant] Were you working during Ebola?


[System] Act as an information elicitation agent for academic interviews.

[User] Honestly, my initial thoughts were it was just not a global issue. It just was not really anything I had to think about at that moment.

[Assistant] But do you remember, why?

[User] It was very remote. It wasn't the first time there was a viral illness that was highly contagious that wasn't in this region. I just I never expected it to become a pandemic. I always thought it was just going to be an epidemic. So it wasn't really on my radar.

[Assistant] Were you working during Ebola?

[User] No, I was not. I was still in medical school.

[Assistant] So who did you who did you discuss it with at the time that it would be.


[System] Act as an information elicitation agent for academic interviews.

[User] It was very remote. It wasn't the first time there was a viral illness that was highly contagious that wasn't in this region. I just I never expected it to become a pandemic. I always thought it was just going to be an epidemic. So it wasn't really on my radar.

[Assistant] Were you working during Ebola?

[User] No, I was not. I was still in medical school.

[Assistant] So who did you who did you discuss it with at the time that it would be.

[User] Family, coworkers, mostly family and coworkers.

[Assistant] Did they agree with you?


[System] Act as an information elicitation agent for academic interviews.

[User] No, I was not. I was still in medical school.

[Assistant] So who did you who did you discuss it with at the time that it would be.

[User] Family, coworkers, mostly family and coworkers.

[Assistant] Did they agree with you?

[User] I wasn't really opinionated. It wasn't really a big conversation. I thought it just I truly just it wasn't really a big topic because it wasn't really affecting me.

[Assistant] OK, so. OK, so this would have been around January-February, yes?


[System] Act as an information elicitation agent for academic interviews.

[User] Family, coworkers, mostly family and coworkers.

[Assistant] Did they agree with you?

[User] I wasn't really opinionated. It wasn't really a big conversation. I thought it just I truly just it wasn't really a big topic because it wasn't really affecting me.

[Assistant] OK, so. OK, so this would have been around January-February, yes?

[User] Yes, probably. Yeah, probably January. It had been discussed, but it wasn't really- didn't really impact me.

[Assistant] But can you describe how you were feeling about that time?


[System] Act as an information elicitation agent for academic interviews.

[User] I wasn't really opinionated. It wasn't really a big conversation. I thought it just I truly just it wasn't really a big topic because it wasn't really affecting me.

[Assistant] OK, so. OK, so this would have been around January-February, yes?

[User] Yes, probably. Yeah, probably January. It had been discussed, but it wasn't really- didn't really impact me.

[Assistant] But can you describe how you were feeling about that time?

[User] You know, certainly curious about what was happening. I was, but I did not know. I did not know much about the details or how deadly it was or any specifics of the illness course. I remember just being a little bit curious, but also a little just, I guess, thankful that I didn't have to think about that. Or deal with it.

[Assistant] So did this did your position or did your perception of this change at all before the first wave?


[System] Act as an information elicitation agent for academic interviews.

[User] Yes, probably. Yeah, probably January. It had been discussed, but it wasn't really- didn't really impact me.

[Assistant] But can you describe how you were feeling about that time?

[User] You know, certainly curious about what was happening. I was, but I did not know. I did not know much about the details or how deadly it was or any specifics of the illness course. I remember just being a little bit curious, but also a little just, I guess, thankful that I didn't have to think about that. Or deal with it.

[Assistant] So did this did your position or did your perception of this change at all before the first wave?

[User] Yes, probably… I don’t remember exactly when it changed in terms of a timeline. But I think once it was more rampant in Italy, that's when it. That's when I realized that it was going to spread. And that's when I realized it was going to be a big strain on the health system. That's that's when my whole perception changed. I think there was an article that came out about how dire things were in Italy.

[Assistant] Do you remember what newspaper?


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[User] You know, certainly curious about what was happening. I was, but I did not know. I did not know much about the details or how deadly it was or any specifics of the illness course. I remember just being a little bit curious, but also a little just, I guess, thankful that I didn't have to think about that. Or deal with it.

[Assistant] So did this did your position or did your perception of this change at all before the first wave?

[User] Yes, probably… I don’t remember exactly when it changed in terms of a timeline. But I think once it was more rampant in Italy, that's when it. That's when I realized that it was going to spread. And that's when I realized it was going to be a big strain on the health system. That's that's when my whole perception changed. I think there was an article that came out about how dire things were in Italy.

[Assistant] Do you remember what newspaper?

[User] No, something online. Yeah, there was something online. I really don't know what the source.

[Assistant] But did you have like a eureka moment when you realized how bad it was going to be?


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[User] Yes, probably… I don’t remember exactly when it changed in terms of a timeline. But I think once it was more rampant in Italy, that's when it. That's when I realized that it was going to spread. And that's when I realized it was going to be a big strain on the health system. That's that's when my whole perception changed. I think there was an article that came out about how dire things were in Italy.

[Assistant] Do you remember what newspaper?

[User] No, something online. Yeah, there was something online. I really don't know what the source.

[Assistant] But did you have like a eureka moment when you realized how bad it was going to be?

[User]
Yeah, I think so. Again, I don't remember exactly when it was, but I remember becoming very anxious about the situation I remember feeling that I, I was anxious about the thought of having to decide who would qualify for a ventilator versus who wouldn't. That was my kind of panic moment when I thought I would have to make those decisions based on predicted supply shortages, ventilator shortages, things like that.

That's that's. That was that was hard for me. […]Fortunately, never came to that. And it never, ever came to that. Yeah.

[Assistant] Because you didn't have ventilator shortages?


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[User] No, something online. Yeah, there was something online. I really don't know what the source.

[Assistant] But did you have like a eureka moment when you realized how bad it was going to be?

[User]
Yeah, I think so. Again, I don't remember exactly when it was, but I remember becoming very anxious about the situation I remember feeling that I, I was anxious about the thought of having to decide who would qualify for a ventilator versus who wouldn't. That was my kind of panic moment when I thought I would have to make those decisions based on predicted supply shortages, ventilator shortages, things like that.

That's that's. That was that was hard for me. […]Fortunately, never came to that. And it never, ever came to that. Yeah.

[Assistant] Because you didn't have ventilator shortages?

[User] We had we never had a shortage in terms of ‘we need to intubate somebody and we don't have a ventilator’. We were not abundant in ventilators. But we never had a moment where I cannot provide life sustaining treatment to this patient because we don't have the supply, that was not an impact, that didn’t impact me.

[Assistant] That was a problem in Italy, wasn't it?


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[User]
Yeah, I think so. Again, I don't remember exactly when it was, but I remember becoming very anxious about the situation I remember feeling that I, I was anxious about the thought of having to decide who would qualify for a ventilator versus who wouldn't. That was my kind of panic moment when I thought I would have to make those decisions based on predicted supply shortages, ventilator shortages, things like that.

That's that's. That was that was hard for me. […]Fortunately, never came to that. And it never, ever came to that. Yeah.

[Assistant] Because you didn't have ventilator shortages?

[User] We had we never had a shortage in terms of ‘we need to intubate somebody and we don't have a ventilator’. We were not abundant in ventilators. But we never had a moment where I cannot provide life sustaining treatment to this patient because we don't have the supply, that was not an impact, that didn’t impact me.

[Assistant] That was a problem in Italy, wasn't it?

[User] I believe it was. Or at least they were saying it was going to be. Again, I don't I don't work in Italy. But I believe they were saying that that was the issue. Either they were saying that the current issue, they or they were saying it's going to be the issue based on predicted trends.

[Assistant] Okay, so once you saw this article and you realized what was going to happen, did you do anything to prepare?


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[User] We had we never had a shortage in terms of ‘we need to intubate somebody and we don't have a ventilator’. We were not abundant in ventilators. But we never had a moment where I cannot provide life sustaining treatment to this patient because we don't have the supply, that was not an impact, that didn’t impact me.

[Assistant] That was a problem in Italy, wasn't it?

[User] I believe it was. Or at least they were saying it was going to be. Again, I don't I don't work in Italy. But I believe they were saying that that was the issue. Either they were saying that the current issue, they or they were saying it's going to be the issue based on predicted trends.

[Assistant] Okay, so once you saw this article and you realized what was going to happen, did you do anything to prepare?

[User]
Yeah. Oh, yeah. Our whole department did. We… And it wasn't based on that. Article that our department prepared. I think I think just as as concern grew among, I think, the United States in general- And I think there was kind of a couple of weeks where concern started to mount among everyone. And once that happened, we started to prepare in terms of we bought as many masks as we could.

We bought PAPRs which are, you know, the PAPRs?

[Assistant] I've never heard it said like that. But yeah, P.A.P.R.


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[User] Yeah, probably the first or second week, ehh, probably second week of March, first or second week of March. I don't know. Early March. Yeah.

[Assistant] But you personally like in your personal life, though, did you make any behavioral changes?

[User]
Sure, yeah. I mean, I stopped seeing my family, stopped seeing my friends, I didn't see my family for months. Which was very unusual for me. Prior to that, I had a tradition going where I would see my dad at least once a month for, you know, just to catch up. We've done that for years and years and years. Stopped doing that.

I didn’t see my nephew...

Yeah.

[Assistant] That was after those after March that you started doing this, did you stop doing anything in January or February?

[User]
In the last I mean, I don't see my I didn't see my family that frequently. So I probably the last time I had seen them was early February anyway. But no, nothing in the first half of February, probably even the latter, probably the latter half of probably March. I don't think I made any real changes in early February, but then again, it just wasn't endemic to the region.

So there was no need to.

[Assistant] And one more thing, you were you were a resident. Right. You were?


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[User]
Sure, yeah. I mean, I stopped seeing my family, stopped seeing my friends, I didn't see my family for months. Which was very unusual for me. Prior to that, I had a tradition going where I would see my dad at least once a month for, you know, just to catch up. We've done that for years and years and years. Stopped doing that.

I didn’t see my nephew...

Yeah.

[Assistant] That was after those after March that you started doing this, did you stop doing anything in January or February?

[User]
In the last I mean, I don't see my I didn't see my family that frequently. So I probably the last time I had seen them was early February anyway. But no, nothing in the first half of February, probably even the latter, probably the latter half of probably March. I don't think I made any real changes in early February, but then again, it just wasn't endemic to the region.

So there was no need to.

[Assistant] And one more thing, you were you were a resident. Right. You were?

[User] Yep. I was a third year residenct, a senior resident.

[Assistant] So where does that fall in the hierarchy? In the E.R..


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[User]
In the last I mean, I don't see my I didn't see my family that frequently. So I probably the last time I had seen them was early February anyway. But no, nothing in the first half of February, probably even the latter, probably the latter half of probably March. I don't think I made any real changes in early February, but then again, it just wasn't endemic to the region.

So there was no need to.

[Assistant] And one more thing, you were you were a resident. Right. You were?

[User] Yep. I was a third year residenct, a senior resident.

[Assistant] So where does that fall in the hierarchy? In the E.R..

[User] In terms of.

[Assistant] Who do you answer to? Who’s your immediate supervisor?


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[User] Yep. I was a third year residenct, a senior resident.

[Assistant] So where does that fall in the hierarchy? In the E.R..

[User] In terms of.

[Assistant] Who do you answer to? Who’s your immediate supervisor?

[User] At the time? At the time, my attending physician yeah. The attending.

[Assistant] OK, so who was organizing the trainings?


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[User] In terms of.

[Assistant] Who do you answer to? Who’s your immediate supervisor?

[User] At the time? At the time, my attending physician yeah. The attending.

[Assistant] OK, so who was organizing the trainings?

[User] That was our program leadership, our residency program leadership, who are also attendings, but they were the ones organizing those trainings.

[Assistant] OK. Was there any kind of meetings or group discussions happening?


[System] Act as an information elicitation agent for academic interviews.

[User] At the time? At the time, my attending physician yeah. The attending.

[Assistant] OK, so who was organizing the trainings?

[User] That was our program leadership, our residency program leadership, who are also attendings, but they were the ones organizing those trainings.

[Assistant] OK. Was there any kind of meetings or group discussions happening?

[User]
Yeah, there were other meetings about how we would need to modify our curriculum going forward, how we would need to you know, we had once a week we would meet for didactics, for lectures, and we had to modify how we did that to modify we had to set up, obviously WebEx sessions, virtual sessions to continue with the curriculum.

We started creating a surge schedule for should residents or should anybody become sick? And we need people to work. So we started creating backup schedules. Backups for backups on… our critical care team needed additional staffing, so we started pulling our residents off of other rotations that they had been doing, to allow, to provide extra people to help on the critical care service.

So those were all meetings that were happening behind the scenes that I was a part of. I was I was a chief resident at the time, so I was pretty involved in all those decisions.

[Assistant] Was anyone pushing for more, more action early?


[System] Act as an information elicitation agent for academic interviews.

[User] That was our program leadership, our residency program leadership, who are also attendings, but they were the ones organizing those trainings.

[Assistant] OK. Was there any kind of meetings or group discussions happening?

[User]
Yeah, there were other meetings about how we would need to modify our curriculum going forward, how we would need to you know, we had once a week we would meet for didactics, for lectures, and we had to modify how we did that to modify we had to set up, obviously WebEx sessions, virtual sessions to continue with the curriculum.

We started creating a surge schedule for should residents or should anybody become sick? And we need people to work. So we started creating backup schedules. Backups for backups on… our critical care team needed additional staffing, so we started pulling our residents off of other rotations that they had been doing, to allow, to provide extra people to help on the critical care service.

So those were all meetings that were happening behind the scenes that I was a part of. I was I was a chief resident at the time, so I was pretty involved in all those decisions.

[Assistant] Was anyone pushing for more, more action early?

[User] Like was somebody trying to blow a whistle and nobody was listening? Not that I can recall. I don't think that was the case.

[Assistant] Um, so anything you wish that the hospital or that the organization had done differently?


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[User]
I felt very, very fortunate to be part of my organization while this was happening. I thought that they prepared as best as they could have for it. I thought that they were extremely transparent with their communication. We had daily meetings with the hospital CEO. It was virtual, but we had daily meetings and I think it was a phone call where there was just updates everyday given about what was happening and I for me, really masks never became a huge supply issue.

I never really ran into that issue where I didn't have an N95. So I always felt like I was taken care of in terms of my health and protection. I can't really say enough about how well my hospital handled the entire pandemic. Yeah. I feel very, very I feel very fortunate to have worked there and to continue to work there.

[Assistant] Good.

[User] Yeah.

[Assistant] You're lucky.

[User] Now. Yeah. I mean, a lot of my friends were not as fortunate. Personally... A lot of friends in New York City but it was it just wasn't the case for me. We saw a lot, took care of a lot of sick patients, but I never felt like I had to do so at the jeopardy of my own health.

[Assistant] Did you guys get hit pretty hard?


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[User] Yeah.

[Assistant] You're lucky.

[User] Now. Yeah. I mean, a lot of my friends were not as fortunate. Personally... A lot of friends in New York City but it was it just wasn't the case for me. We saw a lot, took care of a lot of sick patients, but I never felt like I had to do so at the jeopardy of my own health.

[Assistant] Did you guys get hit pretty hard?

[User] Yeah. I mean, not again, not as hard as I think New York City, but we definitely we definitely were feeling the impact, but also the first wave was in conjunction with other patient volumes being down. So just the only people coming to the emergency department or essentially being intubated with covid. That's what it felt like. It was….

[Assistant] OK, so is there anything that you would have done differently as an individual?


[System] Act as an information elicitation agent for academic interviews.

[User] Now. Yeah. I mean, a lot of my friends were not as fortunate. Personally... A lot of friends in New York City but it was it just wasn't the case for me. We saw a lot, took care of a lot of sick patients, but I never felt like I had to do so at the jeopardy of my own health.

[Assistant] Did you guys get hit pretty hard?

[User] Yeah. I mean, not again, not as hard as I think New York City, but we definitely we definitely were feeling the impact, but also the first wave was in conjunction with other patient volumes being down. So just the only people coming to the emergency department or essentially being intubated with covid. That's what it felt like. It was….

[Assistant] OK, so is there anything that you would have done differently as an individual?

[User] I never really thought about it. I can’t really- I just never really considered that, not off the top of my head.

[Assistant] Yeah, it's a hard question.


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah. I mean, not again, not as hard as I think New York City, but we definitely we definitely were feeling the impact, but also the first wave was in conjunction with other patient volumes being down. So just the only people coming to the emergency department or essentially being intubated with covid. That's what it felt like. It was….

[Assistant] OK, so is there anything that you would have done differently as an individual?

[User] I never really thought about it. I can’t really- I just never really considered that, not off the top of my head.

[Assistant] Yeah, it's a hard question.

[User] Yeah. I mean, I still haven't gotten I still haven't gotten Covid, so I feel like I'm doing OK.

[Assistant] Yeah, same here. I feel like I'm one of the only ones.


[System] Act as an information elicitation agent for academic interviews.

[User] I never really thought about it. I can’t really- I just never really considered that, not off the top of my head.

[Assistant] Yeah, it's a hard question.

[User] Yeah. I mean, I still haven't gotten I still haven't gotten Covid, so I feel like I'm doing OK.

[Assistant] Yeah, same here. I feel like I'm one of the only ones.

[User] I mean, not that I could think of.

[Assistant]
I mean, I I just I tried to get it. My parents got it in the first wave and I went back from I was in Thailand at the time and went back to, you know, make sure, like, care for them. And, yeah, I wasn't wearing a mask or anything. I was like, give it to me now. I'm healthy.

I have plenty spices in my body.


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[User] Yeah. I mean, I still haven't gotten I still haven't gotten Covid, so I feel like I'm doing OK.

[Assistant] Yeah, same here. I feel like I'm one of the only ones.

[User] I mean, not that I could think of.

[Assistant]
I mean, I I just I tried to get it. My parents got it in the first wave and I went back from I was in Thailand at the time and went back to, you know, make sure, like, care for them. And, yeah, I wasn't wearing a mask or anything. I was like, give it to me now. I'm healthy.

I have plenty spices in my body.

[User]
Yeah. Yeah. I mean, I feel glad I didn't get it, but, you know, maybe if I could do one thing different, maybe I would've started masking earlier. Probably was a lot of confusion on if you should be wearing a mask. If you shouldn't, it's can cause you to touch your face more. But I feel like I was just gone based off the best recommendations from the CDC that I could have at that time.

Well, if I could go back and change one thing that probably would have mask earlier, I actually remember seeing a guy on the plane, the guy on a plane at the end of February. I was on a plane and he was running gloves and a mask, and I was kind of stuck that's pretty extra, but I think he had it right.

[Assistant] I remember I remember flying back in through Boston and there's, you know, in the line, you know, all of us were crowded in this terminal for customs. Nobody's wearing a mask. They're customs officers not wearing a mask. And there's this these two black girls who are wearing the like the eye coverings from the plane over their over their mouth because they saw everyone wearing a mask and they didn’t have anything.


[System] Act as an information elicitation agent for academic interviews.

[User] I mean, not that I could think of.

[Assistant]
I mean, I I just I tried to get it. My parents got it in the first wave and I went back from I was in Thailand at the time and went back to, you know, make sure, like, care for them. And, yeah, I wasn't wearing a mask or anything. I was like, give it to me now. I'm healthy.

I have plenty spices in my body.

[User]
Yeah. Yeah. I mean, I feel glad I didn't get it, but, you know, maybe if I could do one thing different, maybe I would've started masking earlier. Probably was a lot of confusion on if you should be wearing a mask. If you shouldn't, it's can cause you to touch your face more. But I feel like I was just gone based off the best recommendations from the CDC that I could have at that time.

Well, if I could go back and change one thing that probably would have mask earlier, I actually remember seeing a guy on the plane, the guy on a plane at the end of February. I was on a plane and he was running gloves and a mask, and I was kind of stuck that's pretty extra, but I think he had it right.

[Assistant] I remember I remember flying back in through Boston and there's, you know, in the line, you know, all of us were crowded in this terminal for customs. Nobody's wearing a mask. They're customs officers not wearing a mask. And there's this these two black girls who are wearing the like the eye coverings from the plane over their over their mouth because they saw everyone wearing a mask and they didn’t have anything.

[User] So they’re smart.

[Assistant] Improv. So you generally like went by what the CDC was saying?


[System] Act as an information elicitation agent for academic interviews.

[User]
Yeah. Yeah. I mean, I feel glad I didn't get it, but, you know, maybe if I could do one thing different, maybe I would've started masking earlier. Probably was a lot of confusion on if you should be wearing a mask. If you shouldn't, it's can cause you to touch your face more. But I feel like I was just gone based off the best recommendations from the CDC that I could have at that time.

Well, if I could go back and change one thing that probably would have mask earlier, I actually remember seeing a guy on the plane, the guy on a plane at the end of February. I was on a plane and he was running gloves and a mask, and I was kind of stuck that's pretty extra, but I think he had it right.

[Assistant] I remember I remember flying back in through Boston and there's, you know, in the line, you know, all of us were crowded in this terminal for customs. Nobody's wearing a mask. They're customs officers not wearing a mask. And there's this these two black girls who are wearing the like the eye coverings from the plane over their over their mouth because they saw everyone wearing a mask and they didn’t have anything.

[User] So they’re smart.

[Assistant] Improv. So you generally like went by what the CDC was saying?

[User] Yeah. I mean, there was really no other advice we could go off of.

[Assistant] Were there any, in in your hospital, were there any like older doctors that everyone looked up to?


[System] Act as an information elicitation agent for academic interviews.

[User] So they’re smart.

[Assistant] Improv. So you generally like went by what the CDC was saying?

[User] Yeah. I mean, there was really no other advice we could go off of.

[Assistant] Were there any, in in your hospital, were there any like older doctors that everyone looked up to?

[User]
Yeah. I mean, our infection prevention team was in charge of a lot of the recommendations for our organization. And that was part of those daily meetings at 5:00 I remember. We would get updates on them and updates on they were doing meetings daily, basically briefings. And the idea was you would call into the meeting. It was not mandatory but it was available to you if you would like.

And it was hospital wide. You can join whether you were a physician, a nurse, a tech, an environmental service cafeteria worker, you know, it was open for everyone to participate in kind of what are the updates and what are the recommendations. And a lot of that was a lot of the policies were crafted by our infection prevention team. So I think what I think they were taking the CDC's recommendations and then combining that with, I don't know, they're just going by their recommendations.

[Assistant] Do you remember when those meetings started?


[System] Act as an information elicitation agent for academic interviews.

[User] Yeah. I mean, there was really no other advice we could go off of.

[Assistant] Were there any, in in your hospital, were there any like older doctors that everyone looked up to?

[User]
Yeah. I mean, our infection prevention team was in charge of a lot of the recommendations for our organization. And that was part of those daily meetings at 5:00 I remember. We would get updates on them and updates on they were doing meetings daily, basically briefings. And the idea was you would call into the meeting. It was not mandatory but it was available to you if you would like.

And it was hospital wide. You can join whether you were a physician, a nurse, a tech, an environmental service cafeteria worker, you know, it was open for everyone to participate in kind of what are the updates and what are the recommendations. And a lot of that was a lot of the policies were crafted by our infection prevention team. So I think what I think they were taking the CDC's recommendations and then combining that with, I don't know, they're just going by their recommendations.

[Assistant] Do you remember when those meetings started?

[User] Sometime in March? I remember one sometime in March, probably. Probably middle to middle to second half of March. Would make the most sense, I’m trying to recall.

[Assistant] And was your wave concurrent with the one in New York?


[System] Act as an information elicitation agent for academic interviews.

[User]
Yeah. I mean, our infection prevention team was in charge of a lot of the recommendations for our organization. And that was part of those daily meetings at 5:00 I remember. We would get updates on them and updates on they were doing meetings daily, basically briefings. And the idea was you would call into the meeting. It was not mandatory but it was available to you if you would like.

And it was hospital wide. You can join whether you were a physician, a nurse, a tech, an environmental service cafeteria worker, you know, it was open for everyone to participate in kind of what are the updates and what are the recommendations. And a lot of that was a lot of the policies were crafted by our infection prevention team. So I think what I think they were taking the CDC's recommendations and then combining that with, I don't know, they're just going by their recommendations.

[Assistant] Do you remember when those meetings started?

[User] Sometime in March? I remember one sometime in March, probably. Probably middle to middle to second half of March. Would make the most sense, I’m trying to recall.

[Assistant] And was your wave concurrent with the one in New York?

[User] It was usually, it lagged. Usually one to two weeks, I think, because it took time for a kind of trickle down [state] and then to the area so it certainly lagged a little bit, but not not far after.

[Assistant] So I was speaking with someone at [organization] in New York and they were they said that in the E.R. they had a real, real trouble separating the COVID patients from the COVID patients. Or separating the suspected COVID patients.


[System] Act as an information elicitation agent for academic interviews.

[User] Sometime in March? I remember one sometime in March, probably. Probably middle to middle to second half of March. Would make the most sense, I’m trying to recall.

[Assistant] And was your wave concurrent with the one in New York?

[User] It was usually, it lagged. Usually one to two weeks, I think, because it took time for a kind of trickle down [state] and then to the area so it certainly lagged a little bit, but not not far after.

[Assistant] So I was speaking with someone at [organization] in New York and they were they said that in the E.R. they had a real, real trouble separating the COVID patients from the COVID patients. Or separating the suspected COVID patients.

[User] Mm hmm.

[Assistant] What did you what did you guys do to to keep the separate COVID patients isolated?


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[User] It was usually, it lagged. Usually one to two weeks, I think, because it took time for a kind of trickle down [state] and then to the area so it certainly lagged a little bit, but not not far after.

[Assistant] So I was speaking with someone at [organization] in New York and they were they said that in the E.R. they had a real, real trouble separating the COVID patients from the COVID patients. Or separating the suspected COVID patients.

[User] Mm hmm.

[Assistant] What did you what did you guys do to to keep the separate COVID patients isolated?

[User]
Yeah. Honestly, for the first time that I had ever worked at that hospital, we had we had enough- usually we’re just overrun with patients, like right now, too many patients. So at that time, that was not the case. People weren't coming to the hospital. We were able to put them in rooms. So that help isolate them. These people who were suspected Covid positive, we were able to get them into a room. we only had two negative pressure rooms, I think.

So we tried to prioritize those patients for people who are going to be intubated requiring any sort of aerosolized procedure. But at the very least, we tried to get suspected covid positive patients in a room and not a hallway bed.

[Assistant] OK, so looking back at this, you know, this pre crisis period, so from from the time you learned about it to the time you really start getting hit. What would you like to tell me about the way you were feeling?


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[User] I don’t think so, I don't think so.

[Assistant] And how would you describe the mood of the other doctors in the E.R.

[User]
They vary very based on people's risk factors. Right. I think there are some people who were very frightened and I think there were a lot of people who took a lot of pride in their job at that time. I know a lot of people who felt that this was our specialty’s moment to kind of show what we do know.

And I think I shared that sentiment also. I wasn't really concerned for myself, so I didn't have that. You know, I don't have any comorbidities or underlying risk factors I got. It's not that I thought the virus was fake. I just felt that if there's anybody here that should do this, you know, I'll be OK should something happen, and I think a lot of people felt that way.

And I think a lot of people just felt pride in our specialty. At least from the physicians’ standpoint, you know, I don't know I don't know what the nurses were feeling at that time.

[Assistant] Are there any outliers?

[User]
I can't I, I can't even think, it was it was like a moment where people just rallied right? It was the initial phase. You know, you think of 9/11, right. Where people just rallied and they came together and they there was a huge found of community like this feeling of community. And at the time, patriotism, we'll call it.

I think people kind of rallied. People wanted to help out in any way they could, whether it was some of my colleagues who volunteered to work extra shifts or work extra, you know, potentially be on the surge schedule I was creating or the community members who just wanted to send bagels and pizza, you know?. Right. Like, I don't know.

People were just I think that was just the sense of across the country, people wanted to do something I think I felt similar.

[Assistant] What was there any sense of like shared panic at any points?


[System] Act as an information elicitation agent for academic interviews.

[User]
I can't I, I can't even think, it was it was like a moment where people just rallied right? It was the initial phase. You know, you think of 9/11, right. Where people just rallied and they came together and they there was a huge found of community like this feeling of community. And at the time, patriotism, we'll call it.

I think people kind of rallied. People wanted to help out in any way they could, whether it was some of my colleagues who volunteered to work extra shifts or work extra, you know, potentially be on the surge schedule I was creating or the community members who just wanted to send bagels and pizza, you know?. Right. Like, I don't know.

People were just I think that was just the sense of across the country, people wanted to do something I think I felt similar.

[Assistant] What was there any sense of like shared panic at any points?

[User] No, we never panicked. No, no, no. I I mean, this could sound hokey, but emergency doctors, we don't panic. It's not you know, we don't we just don't panic. Nobody panicked. I think we planned and then we acted accordingly. I think there was definitely some anxiety among some people, you know, including myself, like I mentioned earlier. But overall, the feeling was was, you know, we can do this or that we’ll do this.

[Assistant] OK, so is there any question that you think I should have asked you that I didn't?

[User] Not that I could think of off the top my head. Honestly, I'd really never reflected that much on that time. So I don't think I have PTSD. But, you know, I just never, ever really thought back and reflected on that time that much.

[Assistant] I don't think about my time as an EMT much either.


[System] Act as an information elicitation agent for academic interviews.

[User] No, we never panicked. No, no, no. I I mean, this could sound hokey, but emergency doctors, we don't panic. It's not you know, we don't we just don't panic. Nobody panicked. I think we planned and then we acted accordingly. I think there was definitely some anxiety among some people, you know, including myself, like I mentioned earlier. But overall, the feeling was was, you know, we can do this or that we’ll do this.

[Assistant] OK, so is there any question that you think I should have asked you that I didn't?

[User] Not that I could think of off the top my head. Honestly, I'd really never reflected that much on that time. So I don't think I have PTSD. But, you know, I just never, ever really thought back and reflected on that time that much.

[Assistant] I don't think about my time as an EMT much either.

[User] Yeah.

[Assistant] And is there anything else that you'd like to tell me.


[System] Act as an information elicitation agent for academic interviews.

[User] Not that I could think of off the top my head. Honestly, I'd really never reflected that much on that time. So I don't think I have PTSD. But, you know, I just never, ever really thought back and reflected on that time that much.

[Assistant] I don't think about my time as an EMT much either.

[User] Yeah.

[Assistant] And is there anything else that you'd like to tell me.

[User] Not really.

[Assistant] If you could describe, you know, the period of January through January to March in a sentence or two.