Health Literacy in Transitions of Care: An Innovative Objective Structured Clinical Examination for Fourth-Year Medical Students in an Internship Preparation Course

Bloom-Feshbach, Kimberly; Casey, Dana L.; Schulson, Lucy; Gliatto, Peter; Giftos, Jonathan; Karani, Reena

doi:10.1007/s11606-015-3513-1

Cited by 16 publications

(13 citation statements)

References 22 publications

(21 reference statements)

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“…Including an Objective Structured Clinical Examination and seeking SP feedback are also considered crucial. 9,35,[39][40][41][42][43][44][45] To achieve improvements in medical students' communication skills and, potentially, their eventual medical performance, both features should be incorporated in the CST. 1,7 Furthermore, the identification of the long-term outcomes-such as sustained communication-skills improvement and overall clinical proficiency-should be explored.…”

Section: Discussionmentioning

confidence: 99%

Efficacy of Communication Skills Training of Preclinical Medical Students via Health Literacy Teaching to High School Students: A Pilot Study

Prasartseree¹,

Dankulchai²,

Dangprapai³

et al. 2021

SMJ

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Objective: Communication Skills via Health Literacy (CSvHL) was a pilot elective communication skills training (CST) course, which allowed preclinical medical students to gain communication competence through the experience of being a health educator for high school students (HSSs). The efficacy of CSvHL was explored.Materials and Methods: All 10 medical students were prepared for their HSS-health-educator roles by participating in several observation sessions at an outpatient department and via communication workshops. In-field health education courses were subsequently delivered to HSSs by the medical students. Developments of the medical students’ communication skills were fostered through loops of learning activities and regular feedbacks. Assessments of the pre- and post-CSvHL communication skill levels by means of an OSCE, with adapted ComON Check were evaluated by each medical student, a standardized patient, and three medical instructors.Results: In general, the overall and category-specific average ComON Check scores of the whole class were significantly improved after the CSvHL course. The 3 communication defects with the lowest scores in the pre-CSvHL assessments were subsection division, summarization, and comprehension-check while counseling.Conclusion: CSvHL was successfully established as a preclinical-year CST course. The improvements in the ComON Check scores reflected the transformative learning gained from the hands-on experience, individualized CST, and 360° feedback OSCE for communication skill assessment.

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Section: Discussionmentioning

confidence: 99%

Efficacy of Communication Skills Training of Preclinical Medical Students via Health Literacy Teaching to High School Students: A Pilot Study

Prasartseree¹,

Dankulchai²,

Dangprapai³

et al. 2021

SMJ

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“…32 OSCEs specific to the process of patient care transitions have recently been developed and validated. 33,34 EPA 9: COLLABORATE AS A MEMBER OF AN INTERPROFESSIONAL TEAM…”

Section: Epa 7: Form Clinical Questions and Retrieve Evidence To Advamentioning

confidence: 99%

An Entrustable Professional Activity (EPA)-Based Framework to Prepare Fourth-Year Medical Students for Internal Medicine Careers

et al. 2017

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The purpose of the fourth year of medical school remains controversial. Competing demands during this transitional phase cause confusion for students and educators. In 2014, the Association of American Medical Colleges (AAMC) released 13 Core Entrustable Professional Activities for Entering Residency (CEPAERs). A committee comprising members of the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine applied these principles to preparing students for internal medicine residencies. The authors propose a curricular framework based on five CEPAERs that were felt to be most relevant to residency preparation, informed by prior stakeholder surveys. The critical areas outlined include entering orders, forming and answering clinical questions, conducting patient care handovers, collaborating interprofessionally, and recognizing patients requiring urgent care and initiating that care. For each CEPAER, the authors offer suggestions about instruction and assessment of competency. The fourth year of medical school can be rewarding for students, while adequately preparing them to begin residency, by addressing important elements defined in the core entrustable activities. Thus prepared, new residents can function safely and competently in supervised postgraduate settings.

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“…Many different education efforts have been published which aim to teach resident physicians and medical students the skills necessary to effectively transition patients through the health care system [11]. Transitions of care curricula for third-and fourth-year medical students frequently are often incorporated into the Medicine Clerkship [12][13][14][15][16] and may include didactic components [12][13][14][15][17][18][19][20].…”

Section: Introductionmentioning

confidence: 99%

Lessons Learned by Medical Students about Systems-Based Practice as Patients Transition their Care

Pey

Sierra

Katz

et al. 2021

Preprint

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Background: One in five patients suffer an adverse event within two weeks of discharge as they transition from one healthcare setting to another. Systems-based practice is a core competency of physicians and seeks to minimize these events; however, education of trainees is inconsistent. We asked whether structured post-discharge phone calls and reflections on barriers to discharge and practice improvement can enhance students’ understanding of systems-based practice. Method: Medical students in the Internal Medicine Clerkship were assigned to perform a structured post-discharge phone call on hospitalized patients as part of a “Transitions of Care” assignment. Students reflected on issues occurring at the transition from hospitalization to discharge. We performed qualitative analysis of 90 medical student responses and identified themes and sub-themes addressing issues with care transitions. Results: Students consistently identified barriers to safe discharge including issues scheduling follow-up care, poor care coordination, and inadequate social support. The post-discharge phone calls revealed problems with patients’ understanding of their discharge diagnosis, medication-related issues and patients’ failure to attend scheduled follow-up. Common student-proposed practice improvement interventions included: enhanced provider-patient communication and education, improved interdisciplinary collaboration and care coordination, and greater attention to patient’s psychosocial and financial status. Conclusions: Medical students learned about systems-based practice from a transitions of care assignment involving a post-discharge phone call, identifying critical events in over half of patients identified. Self-reflective practice within the context of direct patient care offers insights into practice improvement in care transitions.

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Health Literacy in Transitions of Care: An Innovative Objective Structured Clinical Examination for Fourth-Year Medical Students in an Internship Preparation Course

Cited by 16 publications

References 22 publications

Efficacy of Communication Skills Training of Preclinical Medical Students via Health Literacy Teaching to High School Students: A Pilot Study

Efficacy of Communication Skills Training of Preclinical Medical Students via Health Literacy Teaching to High School Students: A Pilot Study

An Entrustable Professional Activity (EPA)-Based Framework to Prepare Fourth-Year Medical Students for Internal Medicine Careers

Lessons Learned by Medical Students about Systems-Based Practice as Patients Transition their Care

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