Can Incorporating Inpatient Overnight Work Hours Into a Pediatric Clerkship Improve the Clerkship Experience for Students?

Talib, Nasreen; Toy, Serkan; Moore, Kristen; Quaintance, Jennifer; Knapp, Jane F.; Sharma, Vidya

doi:10.1097/acm.0b013e318280d271

Cited by 10 publications

(5 citation statements)

References 11 publications

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“…Indeed students feel that their overall experiences during night shifts are more enriching. This study validates previous fi ndings, 3,6 bringing further empirical evidence to the advantages of night-shift learning experiences. In fact, despite a reduction of residents' working hours and less structured teaching during night shifts, students have many opportunities to learn through informal ways.…”

Section: Discussionsupporting

confidence: 90%

“…The limited literature available on this topic is contradictory and inconclusive. 6 Therefore, the purpose of this mixed-method study was to investigate whether implementing night shifts had any negative impact on studentperceived quality of educational experiences.…”

Section: [Have] Any Negative Impact On Their Overall Quality Of Educamentioning

confidence: 99%

“…Educational leadership was concerned that the new student schedule would change team dynamics and impact students' overall learning experiences, as no sufficient literature existed on the topic. The limited literature available on this topic is contradictory and inconclusive . Therefore, the purpose of this mixed‐method study was to investigate whether implementing night shifts had any negative impact on student‐perceived quality of educational experiences.…”

Section: Introductionmentioning

confidence: 99%

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Students' educational experiences and interaction with residents on night shifts

et al. 2016

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Section: Discussionsupporting

confidence: 90%

Section: [Have] Any Negative Impact On Their Overall Quality Of Educamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Students' educational experiences and interaction with residents on night shifts

et al. 2016

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“…The literature suggests that residents can make a significant contribution to medical student education by providing hands-on learning opportunities and constructive feedback in a safe learning environment and by influencing students’ subsequent career choice, professional growth, and clerkship performance. 20 – 22 In this study, anesthesiology residents provided training and debriefing and also served as the judges of medical students’ procedural skills.…”

Section: Introductionmentioning

confidence: 99%

Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills

Toy

McKay

Walker

et al. 2017

Journal of Medical Education and Curricular Development

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Purpose:To evaluate the effectiveness of a learner-centered, simulation-based training developed to help medical students improve their procedural skills in intubation, arterial line placement, lumbar puncture, and central line insertion.Method:The study participants were second and third year medical students. Anesthesiology residents provided the training and evaluated students’ procedural skills. Two residents were present at each station to train the medical students who rotated through all 4 stations. Pre/posttraining assessment of confidence, knowledge, and procedural skills was done using a survey, a multiple-choice test, and procedural checklists, respectively.Results:In total, 24 students were trained in six 4-hour sessions. Students reported feeling significantly more confident, after training, in performing all 4 procedures on a real patient (P < .001). Paired-samples t tests indicated statistically significant improvement in knowledge scores for intubation, t(23) = −2.92, P < .001, and arterial line placement, t(23) = −2.75, P < .001. Procedural performance scores for intubation (t(23) = −17.29, P < .001), arterial line placement (t(23) = −19.75, P < .001), lumbar puncture (t(23) = −16.27, P < .001), and central line placement (t(23) = −17.25, P < .001) showed significant improvement. Intraclass correlation coefficients indicated high reliability in checklist scores for all procedures.Conclusions:The simulation sessions allowed each medical student to receive individual attention from 2 residents for each procedure. Students’ written comments indicated that this training modality was well received. Results showed that medical students improved their self-confidence, knowledge, and skills in the aforementioned procedures.

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“…A study by Talib and colleagues 19 investigated incorporation of night hours into a pediatric rotation found they were able to increase capacity from 46 to 54 students (17.39% increase) while maintaining student satisfaction and cognitive performance19. Similar to Talib’s study we were able to support a 20% increase in learner number by incorporating 8-hour shifts of fixed length, which includes a week of night shifts, while maintaining student satisfaction and performance.…”

Section: Discussionmentioning

confidence: 99%

Effect of shift-based scheduling on student learning, satisfaction and capacity in obstetrics and gynecology rotations

Nelson

2023

Int J Med Educ

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Objectives Determine how a shift- based schedule to accommodate more students affects learning, performance, and satisfaction with the Obstetrics and Gynecology (OBG) rotation. Methods The study was conducted among third year OBG medical students with a triangular convergent cross-sectional approach. A new shift-based schedule was implemented. After each rotation, an online survey was conducted using a convenience sampling. Student scores on the National Board of Medical Examiner (NBME) OBG subject exam were analyzed using paired t test. Survey data was analyzed using two sample t test. The relationship between survey responses and exam score findings were described. Data from shift-schedule students was compared to traditional schedule students from the prior academic year. Results A statistically significant improvement was seen for average NBME score for shift-schedule students during the beginning portion (groups 1-3) of the academic year (M=80, SD=6.9) compared to traditional (M=75.7, SD=7.3) [t (145) =3.69, p =.001]. A similar pattern was not seen in subsequent groups (groups 4-6). Shift-schedule students also showed a statistically significant improvement in their perception of learning (t (183) =-2.54, p =.012). Parallel results were seen for belonging, manageable workload, time to study, and engaging meaningfully. Using this model, we increased rotation capacity from 24 to 30 students per group (20%). Conclusions Shift based scheduling allows 20% increase in capacity. Exam scores and student learning outcomes were similar or better than traditional schedule controls.

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Can Incorporating Inpatient Overnight Work Hours Into a Pediatric Clerkship Improve the Clerkship Experience for Students?

Abstract: Overnight work hours for medical students increased clerkship capacity while maintaining student satisfaction and cognitive performance. Added benefits included increased clinical experience and improved QRT.

Cited by 10 publications

References 11 publications

Students' educational experiences and interaction with residents on night shifts

Students' educational experiences and interaction with residents on night shifts

Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills

Effect of shift-based scheduling on student learning, satisfaction and capacity in obstetrics and gynecology rotations

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