Challenges of Multisite Surgical Teaching Programs: A Review of Surgery Clerkship

Ng, Victor; McKay, Andrew

doi:10.1016/j.jsurg.2009.10.009

Cited by 8 publications

(5 citation statements)

References 32 publications

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“…The results of this investigation indicate that clinical site does not have an effect on final examination score in an EM clerkship. This is consistent with one prior study in EM, and with findings from other specialties as well, which suggests reliability 1–4 . The data from our work are timely and relevant to EM clerkship directors looking for new ways to accommodate increasing numbers of rotating students.…”

Section: Discussionsupporting

confidence: 90%

“…Kroot et al 6 did not find any significant difference in the clinical cases students saw at community and academic centers. Both of these studies, specific to EM, are consistent with studies from other specialties 1–6 …”

Section: Discussionsupporting

confidence: 83%

“…Medical student clerkships across most specialties are increasingly using locations other than the traditional university hospital academic setting for clinical experiences 1–6 . One of many factors contributing to this trend is increasing medical school class size 7 .…”

mentioning

confidence: 99%

“…Various specialties have evaluated student experiences at alternative teaching sites. Investigations that considered case variety, student satisfaction, and clerkship final examinations have failed to demonstrate a significant difference in student education based on clerkship site 1–4 …”

mentioning

confidence: 99%

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Clinical Teaching Site Does Not Affect Test Performance in an Emergency Medicine Clerkship

Bernard¹,

Dubosh²,

O’Connell³

et al. 2011

Academic Emergency Medicine

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Objectives: Increasing the size of medical school classes has resulted in the use of community hospitals for emergency medicine (EM) clerkships. While differences in clinical experience are expected, it is unclear if they are significant. The authors set out to investigate whether or not clinical site affects student performance on a standard written exam as a measure of medical knowledge.Methods: This was a retrospective analysis of data from 2005 to 2009 for a mandatory fourth-year EM clerkship at one institution that uses academic (EM residency), hybrid (residency training site but not EM), and community (no residency programs) hospitals as clerkship sites. Multiple variable linear regression was used to examine the relationship between clerkship site and end of clerkship written exam score. Additional covariates included were the time of year the rotation was completed (by 3-or 4-month tertiles) and whether the student matched in EM. As test scores increased over the study period, a time factor was also included to account for this trend. A p-value of <0.05 was required for variable retention in the model.Results: A total of 718 students completed the clerkship and had complete data for analysis. Thirty-five students matched in EM. A total of 311 rotated at academic sites, 304 at hybrid sites, and 103 at community sites. After adjusting for covariates, clinical site was not a significant predictor of exam score (F 2,691 = 0.42, p = 0.65). Factors associated with higher test score were student match in EM (beta coefficient = 3.4, 95% confidence interval [CI] = 1.0 to 5.7) and rotation in July through September (beta coefficient = 1.8, 95% CI = 0.5 to 3

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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 83%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Clinical Teaching Site Does Not Affect Test Performance in an Emergency Medicine Clerkship

Bernard¹,

Dubosh²,

O’Connell³

et al. 2011

Academic Emergency Medicine

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“…Changes in the number of learners, clinical learning environments, regulatory requirements, clinical and administrative workload, and curricular content have all contributed to increasing the complexity of the CD role. 1,2 In 2003, a collaborative through the Alliance for Clinical Education (ACE) published a description of expectations for CDs. 3 However, expectations of both Schools of Medicine and CDs from the Liaison Committee on Medical Education (LCME) have evolved since the Carnegie call for Medical Education Reform.…”

Section: Introductionmentioning

confidence: 99%

Clerkship Roles and Responsibilities in a Rapidly Changing Landscape: a National Survey of Internal Medicine Clerkship Directors

et al. 2020

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BACKGROUND: In the rapidly changing landscape of undergraduate medical education (UME), the roles and responsibilities of clerkship directors (CDs) are not clear. OBJECTIVE: To describe the current roles and responsibilities of Internal Medicine CDs. DESIGN: National annual Clerkship Directors in Internal Medicine (CDIM) cross-sectional survey. PARTICIPANTS: One hundred twenty-nine clerkship directors at all Liaison Committee on Medical Education accredited US medical schools with CDIM membership as of September 1, 2017. MAIN MEASURES: Responsibilities of core CDs, including oversight of other faculty, and resources available to CDs including financial support and dedicated time.KEY RESULT: The survey response rate was 83% (107/ 129). Ninety-four percent of the respondents oversaw the core clerkship inpatient experience, while 47.7% (n = 51) and 5.6% (n = 6) oversaw the outpatient and longitudinal integrated clerkships respectively. In addition to oversight, CDs were responsible for curriculum development, evaluation and grades, remediation, scheduling, student mentoring, and faculty development. Less than one-third of CDs (n = 33) received the recommended 0.5 full-time equivalent (FTE) support for their roles, and 15% (n = 16) had less than 20% FTE support. An average 0.41 FTE (SD .2) was spent in clinical work and 0.20 FTE (SD .21) in administrative duties. Eighty-three percent worked with other faculty who assisted in the oversight of departmental UME experiences, with FTE support varying by role and institution. Thirty-five percent of CDs (n = 38) had a dedicated budget for managing their clerkship. CONCLUSIONS: The responsibilities of CDs have increased in both number and complexity since the dissemination of previous guidelines for expectations of and for CDs in 2003. However, resources available to them have not substantially changed.

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Delivering Electives the Clerkship Way: Consolidating the Student Doctor Method of Training

et al. 2022

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Challenges of Multisite Surgical Teaching Programs: A Review of Surgery Clerkship

Cited by 8 publications

References 32 publications

Clinical Teaching Site Does Not Affect Test Performance in an Emergency Medicine Clerkship

Clinical Teaching Site Does Not Affect Test Performance in an Emergency Medicine Clerkship

Clerkship Roles and Responsibilities in a Rapidly Changing Landscape: a National Survey of Internal Medicine Clerkship Directors

Delivering Electives the Clerkship Way: Consolidating the Student Doctor Method of Training

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