Comparison of medical students' elective choices before and after the abolition of rotating internships

Kassam, Narmin; Gupta, Deanna; Palmer, Martin; Cheeseman, C.

doi:10.1046/j.1365-2923.2003.01487.x

Cited by 7 publications

(9 citation statements)

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“…A popular motivation behind the choice of an elective placement is often to clarify the focus of a potential future career path (Kassam et al 2003, Houlden et al 2004, Mihalynuk et al 2006. The elective may usefully be spent exploring a medical speciality the student may have already studied but expand into a different setting, or even gain experience in a specialty not covered in the core curriculum.…”

Section: Career Choicementioning

confidence: 99%

“…The elective may usefully be spent exploring a medical speciality the student may have already studied but expand into a different setting, or even gain experience in a specialty not covered in the core curriculum. Students may opt for a career choice elective simply because they are interested in a particular speciality, although it is also possible that their motivation includes a strategy to enhance their chances of obtaining a better post-graduate post in a competitive market (Kassam et al 2003). Career choice electives in non-clinical areas have also been purposively developed to market other aspects of medical careers to students, an example being the value of 'research electives' in increasing the number of students considering an academic pathway for training (Houlden et al 2004).…”

Section: Career Choicementioning

confidence: 99%

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Electives in undergraduate medical education: AMEE Guide No. 88

Lumb

Murdoch‐Eaton

2014

Medical Teacher

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This guide outlines the scope and potential roles an elective can fulfil in undergraduate medical training, and identifies ways to maximise learning opportunities, including within global health. The types of educational activity available for electives range from meeting individual educational need through to exploration of potential career paths, with many potential factors influencing choice.Key areas of organisation underpinning a successful elective before, during, and after the placement include developing clarity of the intended educational outcomes as well as addressing practicalities such as travel and accommodation. Risk management including the implications for the participating schools as well as the student and their elective supervisors is crucial. This guide would not be complete without some discussion around ethics and professional conduct during an elective, with consideration of the impact of elective placements, particularly in low-middle income countries.137 words

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Section: Career Choicementioning

confidence: 99%

Section: Career Choicementioning

confidence: 99%

Electives in undergraduate medical education: AMEE Guide No. 88

Lumb

Murdoch‐Eaton

2014

Medical Teacher

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“…In the absence of a rotating internship year, medical students in the USA and Canada are required to narrow down specialty choices early during the course of their education [11], further strengthening the case for early exposure to disciplines currently underrepresented in the preclinical curriculum. Physician surveys in the USA, where a rotating internship has been absent since the 1970s, reveal a notable amount of dissatisfaction with specialty choice [12].…”

Section: Introductionmentioning

confidence: 99%

CSTAR Interprofessional Surgery and Anaesthesia School: an Immersive Simulation-Based Programme for Preclinical Medical and Nursing Students at Western University

Cristea¹,

Moreland²,

Xu³

et al. 2014

Med.Sci.Educ.

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The practical aspects of operative and perioperative specialties are often underrepresented in preclinical medical and nursing school curricula. Students must narrow down career choices early during the course of their education, which can be difficult in the absence of adequate exposure. A 5-day training programme was developed at our institution to allow students in both medicine and nursing to learn crucial operating room (OR) principles and skills in a structured, interprofessional setting. The week culminates in an interdisciplinary team-based management of a patient using various forms of simulation. Seventy (70) students participated in the 2012 offering of the programme. A course evaluation survey revealed an overwhelmingly positive response, with many students highlighting the significant practical benefits of the experience. An analysis of pre-and post-course responses revealed that students perceived an improvement in their technical ability (P<0.001, effect size >0.5), comfort level within the OR environment (P<0.001, effect size >0.5) and a greater sense of preparedness for surgical clerkship/clinical encounters (P<0.001, effect size >0.5). Nursing and medical students also noted an enhanced understanding of each other's roles in the OR and reported an increased interest in pursuing a career with a strong technical/hands-on focus (P=0.014, effect size=0.34). Students with an interest in OR specialties may benefit from an early interactive exposure to these fields. Mentor-guided simulated experiences can allow for students to better define their potential career interests in operative and perioperative specialties in a timely fashion.

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“…Career choice. A popular motivation behind the choice of an elective placement is often to clarify the focus of a potential future career path [12]. The elective may be spent exploring a medical specialty the student may have already studied or gain experience in a specialty not covered in the compulsory curriculum.…”

mentioning

confidence: 99%

“…The elective may be spent exploring a medical specialty the student may have already studied or gain experience in a specialty not covered in the compulsory curriculum. Students may opt for a career choice elective simply because they are interested in a particular specialty, although it is also possible that their motivation includes a strategy to enhance their chances of obtaining a better post-graduate post in a competitive market [12]. Career choice electives in non-clinical areas have also been purposively developed to market other aspects of medical careers to students, an example being the value of "research electives" in increasing the number of students considering an academic pathway for training [9].…”

mentioning

confidence: 99%

The role of elective courses in higher medical education during pre-clinical years

Shumylo¹

2019

SEND

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The leading aim of medical education is to develop an individual's ability of creative and critical reasoning, to comprehend new experience based on the methods of educational and research activity. Requirements in medical education, curriculum structure, criteria, teaching methodology, and nature of programs vary worldwide. However, curricula are usually divided into compulsory and elective pre-clinical and clinical subjects. Electives can contribute to professional and personal development of medical students in specific areas of interest outside of the standard curriculum. Elective courses can be referred to two main types: subject-oriented, which enable students to develop their own cognitive interests in the chosen area, get profound knowledge in the sphere of interest as well as to form skills for important practical tasks; interdisciplinary, the aim of which is to take knowledge and methods of one discipline and apply them in another one to provide more profound learning experience and broader perspectives. On the other hand, electives are thought to be less regulated and monitored than compulsory disciplines, thus having less benefit for students.

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Comparison of medical students' elective choices before and after the abolition of rotating internships

Cited by 7 publications

References 1 publication

Electives in undergraduate medical education: AMEE Guide No. 88

Electives in undergraduate medical education: AMEE Guide No. 88

CSTAR Interprofessional Surgery and Anaesthesia School: an Immersive Simulation-Based Programme for Preclinical Medical and Nursing Students at Western University

The role of elective courses in higher medical education during pre-clinical years

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