Alliance for Clinical Education Perspective Paper: Recommendations for Redesigning the “Final Year” of Medical School

Reddy, Shalini; Chao, Jason; Carter, Jonathan L.; Drucker, Robert P.; Katz, Nadine T.; Nesbit, Robert R.; Roman, Brenda; Wallenstein, Joshua; Beck, Gary L.

doi:10.1080/10401334.2014.945027

Cited by 41 publications

(42 citation statements)

References 31 publications

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“…This curriculum is hosted on a Web-based platform for distance learning and collaboration. Our goal is to broaden exposure to the Association of American Medical Colleges Core Entrustable Professional Activities and ensure early exposure to American Council for Graduate Medical Education Competencies, a priority of the AAIM CDIM Subinternship Task Force and Association of Program Directors in Internal Medicine collaboration [19,20]. …”

Section: Discussionmentioning

confidence: 99%

Enterprise Microblogging to Augment the Subinternship Clinical Learning Experience: A Proof-of-Concept Quality Improvement Study

Anderson¹,

Hulland²,

Farnan³

et al. 2018

JMIR Med Educ

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BackgroundAlthough the Clerkship Directors in Internal Medicine (CDIM) has created a core subinternship curriculum, the traditional experiential subinternship may not expose students to all topics. Furthermore, academic institutions often use multiple clinical training sites for the student clerkship experience.ObjectiveThe objective of this study was to sustain a Web-based learning community across geographically disparate sites via enterprise microblogging to increase subintern exposure to the CDIM curriculum.MethodsInternal medicine subinterns used Yammer, a Health Insurance Portability and Accountability Act (HIPAA)–secure enterprise microblogging platform, to post questions, images, and index conversations for searching. The subinterns were asked to submit 4 posts and participate in 4 discussions during their rotation. Faculty reinforced key points, answered questions, and monitored HIPAA compliance.ResultsIn total, 56 medical students rotated on an internal medicine subinternship from July 2014 to June 2016. Of them, 84% returned the postrotation survey. Over the first 3 months, 100% of CDIM curriculum topics were covered. Compared with the pilot year, the scale-up year demonstrated a significant increase in the number of students with >10 posts (scale-up year 49% vs pilot year 19%; P=.03) and perceived educational experience (58% scale-up year vs 14% pilot year; P=.006). Few students (6%) noted privacy concerns, but fewer students in the scale-up year found Yammer to be a safe learning environment.ConclusionsSupplementing the subinternship clinical experience with an enterprise microblogging platform increased subinternship exposure to required curricular topics and was well received. Future work should address concerns about safe learning environment.

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Section: Discussionmentioning

confidence: 99%

Enterprise Microblogging to Augment the Subinternship Clinical Learning Experience: A Proof-of-Concept Quality Improvement Study

Anderson¹,

Hulland²,

Farnan³

et al. 2018

JMIR Med Educ

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“…1–4 This trend is attributable to recommendations handed down from several key organizations. In 2011, the Alliance for Clinical Education (ACE) endorsed the use of the Accreditation Council of Graduate Medical Education (ACGME) Core Competencies and the Association of American Medical Colleges (AAMC) Entrustable Professional Activities (EPA) to guide medical educators in redesigning the fourth-year curriculum.…”

Section: Introductionmentioning

confidence: 99%

“…Finally, they endorsed a system for helping students identify and correct gaps in their knowledge and skills during the fourth year. 1…”

Section: Introductionmentioning

confidence: 99%

Promoting Achievement of Level 1 Milestones for Medical Students Going into Emergency Medicine

Leung¹,

Thompson²,

McCallister³

et al. 2017

WestJEM

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“…Some PDs desire strengthening of practical skills, 1 some call for its truncation, 2 and others encourage individualized exploration of research, service, or other areas. 3,4 Medical students use the fourth year to master skills needed for residency, to fulfill personal needs, and to explore topics and practice settings. 5 They may use this time to increase their chances of succeeding in an increasingly competitive Match.…”

Section: Introductionmentioning

confidence: 99%

What Are We Telling Our Students? A National Survey of Clerkship Directors' Advice for Students Applying to Internal Medicine Residency

Chretien

Elnicki

Levine

et al. 2015

Journal of Graduate Medical Education

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Alliance for Clinical Education Perspective Paper: Recommendations for Redesigning the “Final Year” of Medical School

Abstract: We provide an overview of general competencies and specialty specific recommendations to serve as a foundation for medical schools to develop robust 4th-year curricula and for medical students to plan their 4th-year schedules.

Cited by 41 publications

References 31 publications

Enterprise Microblogging to Augment the Subinternship Clinical Learning Experience: A Proof-of-Concept Quality Improvement Study

Enterprise Microblogging to Augment the Subinternship Clinical Learning Experience: A Proof-of-Concept Quality Improvement Study

Promoting Achievement of Level 1 Milestones for Medical Students Going into Emergency Medicine

What Are We Telling Our Students? A National Survey of Clerkship Directors' Advice for Students Applying to Internal Medicine Residency

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