Emergency Medicine Subinternship: Does a Standard Clinical Experience Improve Performance Outcomes?

Lampe, Christopher J.; Coates, Wendy C.; Gill, Andrew M.

doi:10.1111/j.1553-2712.2007.00005.x

Cited by 18 publications

(23 citation statements)

References 6 publications

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“…Our results are in line with the work of Debehnke who showed that readings augmented with case conferences improved student knowledge (18). Lampe et al showed improved outcomes when clinical requirements were added to standard didactics (13). In the current study, we found that combining clinical learning with instructor-moderated case-based conferences improved learning outcomes.…”

Section: Discussionsupporting

confidence: 92%

“…These evidence-based approaches have been varied and have included assessing whether education modalities such as simulation, personal digital assistant (PDA) logs, and chief-compliant based requirements are effective educational advances (6,11,12). A study by Lampe et al showed improved scores on general EM examinations at the end of the clerkship when students were required to see patients with particular chief complaints (13). Approximately 44% of medical school respondents in a recent national survey now require students to see a list of specific patient chief complaints (3).…”

Section: Introductionmentioning

confidence: 99%

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Dual Learning in an Emergency Medicine Clerkship Improves Student Performance

Jordan

Elder

Uijtdehaage

et al. 2016

The Journal of Emergency Medicine

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, Abstract-Background: The emergency department (ED) is an ideal environment to teach learners about the ''undifferentiated patient.'' Student learning may be inconsistent because of inherent variability in the ED. Previous research has suggested that standardizing the emergency medicine (EM) clerkship by implementing didactics and requiring students to see patients with particular chief complaints improves educational outcomes. Objective: To compare knowledge acquisition after a new curriculum to the traditional curriculum. Methods: This was a prospective, quasiexperimental study of senior medical students in an EM clerkship. Students were assigned to the dual learning (DL) group or standard learning (SL) groups based on month of rotation. All were required to see patients with 10 specific chief complaints and were lent an EM textbook. The SL group was instructed to read about the required cases. The DL group attended a 2-hour didactic session covering 5 of the 10 required cases. All students completed an identical pre-and postclerkship multiple choice knowledge test. Results: Data from 51 medical students (DL = 27; SL = 24) were analyzed. Mean pretest scores were comparable between groups. A 2 (groups) by 2 (sessions) mixed-design analysis of variance yielded a significant group by session interaction effect (p < 0.001). The DL group significantly increased its mean score from 8.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Dual Learning in an Emergency Medicine Clerkship Improves Student Performance

Jordan

Elder

Uijtdehaage

et al. 2016

The Journal of Emergency Medicine

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“…However, a virtual program lacks the ability to obtain first-hand experience and exposure in the ED. An EM rotation has been shown to provide a unique educational opportunity, and efforts have been made to create a uniform EM course (15)(16)(17)(18)(19). However, a required third-year EM rotation was found to have no correlation with the number of students applying or matching in EM (20).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Emergency Department Observational Experience on Medical Student Interest in Emergency Medicine

Gharahbaghian

Hindiyeh

Langdorf

et al. 2011

The Journal of Emergency Medicine

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“…Data analyses were appropriate in all but one study (Martin et al 2000), and all were beyond the descriptive level. Four studies reported outcome only at student reaction (Kirkpatrick level 1) (Dolmans et al 2002;O'Hara et al 2002;Saywell et al 2002;van der Zwet et al 2010), whereas 10 studies measured knowledge and/or skills (Kirkpatrick 2) (Gruppen et al 1993;Schwiebert et al 1993;McLeod et al 1997;Jacobson et al 1998;Greenberg & Getson 1999;Boots et al 2008;Lampe et al 2008;Nomura et al 2008;Duke et al 2011;Yu et al 2011). Less than half of the studies (n ¼ 8) measured outcomes up to the behavioural level (Kirkpatrick 3) (Chatenay et al 1996;Jolly et al 1996;McManus et al 1998;Ahmed & Hughes 1999;Martin et al 2000;Sorensen et al 2004;Wimmers et al 2006a;Fung et al 2007).…”

Section: Methodological Quality Of Studiesmentioning

confidence: 99%

“…In three of these studies, similar sites were compared (Chatenay et al 1996;Wimmers et al 2006a;Yu et al 2011), three others compared academic vs. nonacademic sites (Schwiebert et al 1993;McLeod et al 1997;Nomura et al 2008) and two compared inpatients and outpatients (Jacobson et al 1998;Duke et al 2011). Four studies evaluated the learning effects of an intervention: the introduction of a rotation (Gruppen et al 1993), a skill-training programme (Boots et al 2008), identification of 10 preselected complaints (Lampe et al 2008) and a new internship (Nomura et al 2008). Two studies compared groups of medical students at a different phase of their training (Ahmed & Hughes 1999;Boots et al 2008).…”

Section: Types Of Studiesmentioning

confidence: 99%

A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24

et al. 2013

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Background: Clinical workplace-based learning has been the means to becoming a medical professional for many years. The importance of an adequate patient mix, as defined by the number of patients and the types of medical problems, for an optimal learning process is based on educational theory and recognised by national and international accreditation standards. The relationship between patient mix and learning in work-based curricula as yet remains unclear. Aim: To review research addressing the relationship between patient mix and learning in work-based clinical settings. Method: The search was conducted across Medline, Embase, Web of Science, ERIC and the Cochrane Library from the start date of the database to July 2011. Original quantitative studies on the relationship between patient mix and learning for learners at any level of the formal medical training/career were included. Methodological quality was assessed and two reviewers using prespecified forms extracted results. Results: A total of 10,420 studies were screened on title and abstract. Of these, 298 articles were included for full-text analysis, which resulted in the inclusion of 22 papers. The quality of the included studies, scored with the Medical Education Research Study Quality Instrument (MERSQI), ranged from 8.0 to 14.5 (of 18 points). A positive relationship was found between patient mix and self-reported outcomes evaluating the progress in competence as experienced by the trainee, such as self-confidence and comfort level. Patient mix was also found to correlate positively with self-reported outcomes evaluating the quality of the learning period, such as self-reported learning benefit, experienced effectiveness of the rotation, or the instructional quality. Variables, such as supervision and learning style, might mediate this relationship. A relationship between patient mix and formal assessment has never been demonstrated. Conclusion: Patient mix is positively related to self-reported learning outcome, most evidently the experienced quality of the learning programme.

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Emergency Medicine Subinternship: Does a Standard Clinical Experience Improve Performance Outcomes?

Cited by 18 publications

References 6 publications

Dual Learning in an Emergency Medicine Clerkship Improves Student Performance

Dual Learning in an Emergency Medicine Clerkship Improves Student Performance

The Effect of Emergency Department Observational Experience on Medical Student Interest in Emergency Medicine

A systematic review of the relationship between patient mix and learning in work-based clinical settings. A BEME systematic review: BEME Guide No. 24

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