Cross-Cover Curriculum for Senior Medical Students

Bongers, Kale S.; Heidemann, Lauren

doi:10.15766/mep_2374-8265.10944

Cited by 3 publications

(1 citation statement)

References 15 publications

(20 reference statements)

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“…In order to engage all of the students, have them take ownership of their own learning, help them engage with each other, and to develop a community of learners, the module directors employed a think-pair-share strategy (see Figure 4; Sampsel, 2013;Tedesco, 1999;Bongers & Heidemann, 2020). The typical think-pair-share strategy is to have the students think quietly about a question before pairing with a partner to discuss their thinking and then having pairs share their answers with the class.…”

Section: Use Think-pair-sharementioning

confidence: 99%

A Pragmatic Approach to Flipping the Classroom for 170 Medical Students

Kurzweil

Mears²,

Swanberg³

et al. 2022

IJDL

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Employing a flipped classroom is an excellent way to increase student engagement, integrate material, and elevate learning from memorization to application. This case highlights the design, development, implementation and evaluation of a flipped classroom approach for a large group of medical students at a US military medical school. We discuss the specific learning problems and challenges that formed the team and rationale for the design. We then describe the thought process used to develop the flipped classroom application, including format, content and implementation of digital learning tools. Finally, we reflect on findings from implementation of the design in an 8-week Neuroscience module, including improvements in student-faculty interaction, student engagement, learning climate and unexpected benefits.

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Section: Use Think-pair-sharementioning

confidence: 99%

A Pragmatic Approach to Flipping the Classroom for 170 Medical Students

Kurzweil

Mears²,

Swanberg³

et al. 2022

IJDL

View full text Add to dashboard Cite

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Under- and post-graduate training to manage the acutely unwell patient: a scoping review

2023

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Background Junior doctors are often the first responders to acutely unwell patients and yet frequently report feeling under-prepared to do so. To understand whether this is consequential of how medical students and doctors are trained to manage acutely unwell patients, a scoping review was conducted using a systematic approach. Methods The review, informed by the Arksey and O’Malley and PRISMA-ScR guidelines, identified educational interventions targeting the management of acutely unwell adults. Seven major literature databases were searched for journal articles published in English from 2005 to 2022, in addition to the Association of Medical Education in Europe (AMEE) conference proceedings from 2014 to 2022. Results Seventy-three articles and abstracts were eligible for the review, the majority of which were from the UK or USA, and demonstrated that educational interventions were more commonly targeted at medical students than qualified doctors. The majority of studies used simulation, but very few integrated complexities of the clinical environment within scenarios such as multidisciplinary working, distraction-handling techniques and other non-technical skills. A wide range of learning objectives pertaining to acute patient management were stated across studies, but few explicitly cited educational theory underpinning their study. Conclusions The results of this review encourages future educational initiatives to consider enhancing authenticity within simulation to promote transfer of learning to clinical practice, and use educational theory to augment the sharing of educational approaches within the community of clinical education practice. Additionally, increasing the focus on post-graduate learning, building upon undergraduate educational foundations, is essential to promoting lifelong learning within the ever-changing healthcare environment.

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Can Incoming Interns Be Entrusted to Recognize Medical Emergencies? Implementation of a Vignette-Based Cross-Cover Assessment

Heidemann

McTaggart

Monrad

et al. 2022

Journal of Graduate Medical Education

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Background Interns must recognize urgent clinical situations and know when to seek assistance. However, assessing this skill is challenging. Objective We explored whether graduating medical students could determine urgency of medical cross-cover scenarios and what factors were associated with this ability. Methods Sixty senior medical students enrolled in an internal medicine residency preparation course, and 28 experts were invited to take an assessment using 4 clinical vignette handoffs, each with 5 to 6 cross-cover scenarios. Respondents were asked whether they would evaluate the patient at bedside and notify their supervising resident. They were asked to rate their comfort managing the scenario, rate the urgency (1=low, 2=moderate, 3=high), and take a medical knowledge quiz. Student performance was categorized based on stratification of clinical urgency—those who underestimated (fourth quartile), accurately estimated (second and third quartile), and overestimated (first quartile) urgency. We examined differences between groups in medical knowledge, action, and confidence using analysis of variance and post-hoc Tukey Honestly Significant Difference test. Results Fifty-eight students (96.7%) and 22 experts (78.6%) participated. Clear differentiation emerged between students' ability to estimate urgency on the 3-point urgency scale (lowest quartile: 2.15±0.11; mid-quartiles: 2.38±0.07; upper quartile: 2.61±0.10, respectively). Students who underestimated urgency were less likely to notify their supervising resident (P=.001) and less likely to evaluate a patient at bedside (P=.01). There was no difference in quiz score or comfort level. Conclusions Incoming interns vary in their abilities to recognize urgent scenarios, independent of medical knowledge and confidence.

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Cross-Cover Curriculum for Senior Medical Students

Cited by 3 publications

References 15 publications

A Pragmatic Approach to Flipping the Classroom for 170 Medical Students

A Pragmatic Approach to Flipping the Classroom for 170 Medical Students

Under- and post-graduate training to manage the acutely unwell patient: a scoping review

Can Incoming Interns Be Entrusted to Recognize Medical Emergencies? Implementation of a Vignette-Based Cross-Cover Assessment

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