Hitting the Ground Running: Medical Student Preparedness for Residency Training

Hall, Karen; Schneider, Benjamin; Abercrombie, Stoney; Gravel, Joseph; Hoekzema, Grant; Kozakowski, Stanley; Mazzone, Michael; Shaffer, Todd; Wieschhaus, Martin

doi:10.1370/afm.1285

Cited by 6 publications

(5 citation statements)

References 7 publications

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“…Given the complexities of healthcare, it is unsurprising that a significant proportion of medical students feel unprepared to become doctors. This global problem seems independent of organisational variables, with similar reports from the UK (Goldacre et al, 2014), Germany (Ochsmann et al, 2011) and America (Hall et al, 2011).…”

Section: An Unprepared Workforcesupporting

confidence: 61%

Applying sport psychology to improve clinical performance

2017

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Preparedness for practice has become an international theme within Medical Education: for healthcare systems to maintain their highest clinical standards, junior doctors must "hit the ground running" on beginning work. Despite demonstrating logical, structured assessment and management plans during their undergraduate examinations, many newly qualified doctors report difficulty in translating this theoretical knowledge into the real clinical environment. "Preparedness" must constitute more than the knowledge and skills acquired during medical school. Complexities of the clinical environment overwhelm some junior doctors, who acknowledge that they lack strategies to manage their anxieties, under-confidence and low self-efficacy. If uncontrolled, such negative emotions and behaviors may impede the delivery of time-critical treatment for acutely unwell patients and compound junior doctors' self-doubt, thus impacting future patient encounters. Medical Education often seeks inspiration from other industries for potential solutions to challenges. To address "preparedness for practice," this AMEE Guide highlights sport psychology: elite sportspeople train both physically and psychologically for their discipline. The latter promotes management of negative emotions, distractions and under-confidence, thus optimizing performance despite immense pressures of career-defining moments. Similar techniques might allow junior doctors to optimize patient care, especially within stressful situations. This AMEE Guide introduces the novel conceptual model, PERFORM, which targets the challenges faced by junior doctors on graduation. The model applies pre-performance routines from sport psychology with the self-regulatory processes of metacognition to the clinical context. This model could potentially equip junior doctors, and other healthcare professionals facing similar challenges, with strategies to optimize clinical care under the most difficult circumstances.

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Section: An Unprepared Workforcesupporting

confidence: 61%

Applying sport psychology to improve clinical performance

2017

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“…34,35 For example, the University of which address growing concerns that students are too often unprepared for residency. 43,44…”

Section: Medical Educationmentioning

confidence: 99%

Ready for Residency: A Bloomian Analysis of Competency-Based Osteopathic Medical Education

Rosenberger¹,

Skinner²,

Monk³

2017

Journal of Osteopathic Medicine

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Bloom's Taxonomy offers a useful framework for understanding how competency-based osteopathic medical education is organized. Such analysis underscores the importance of attending to the language and construction of competencies to better understand how the language of competencies shapes pedagogic practices and begin a broader conversation about the appropriate use and distribution of lower- and higher-order cognitive processes within competency-based osteopathic medical education.

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“…The Association of American Medical Colleges (AAMC) recently defined the Core Entrustable Professional Activities for Entering Residency (Core EPAs) [6], a set of thirteen medical school Bgraduation competencies^that reflect the growing trend in developing EPAs across the continuum of medical education [7][8][9][10]. It is anticipated that these activities will help address issues related to health system efficiency, adverse patient outcomes, and concerns of program directors to allow graduates to function independently on their first day of residency [11,12]. Following the publication of the Core EPAs, the AAMC announced plans to begin pilot testing Core EPAbased instruction and assessment methods throughout US medical schools [13].…”

Section: Introductionmentioning

confidence: 99%

The Gap Between Current and Ideal Approaches to the Core EPAs: A Mixed Methods Study of Recent Medical School Graduates

et al. 2016

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In 2014, the Association of American Medical Colleges (AAMC) developed a list of Core Entrustable Professional Activities (Core EPAs) to optimize the transition from medical school to residency training. In the coming years, medical schools will begin implementing curriculum targeted toward the instruction and assessment of the Core EPAs. The purpose of this convergent mixed methods study was to examine the perspective of recent medical school graduates to describe their perceived preparation for each Core EPA-based skill and to identify potential predictors that contribute to those perceptions. Forty-four first-year residents from a single hospital system (representing 29 unique medical schools) completed a questionnaire and 15 residents participated in focus group sessions. Participants were asked to rate their overall preparedness for each of the Core EPAs and describe the instruction and assessment provided during medical school. Responses were further explored through three focus group sessions. Respondents felt most prepared for Core EPAs which emphasized skills related to history and physical examinations (EPAs 1, 5, and 6) and less prepared in skills such as entering orders and prescriptions (EPA 4), performing handovers (EPA 8), and identifying system failures (EPA 13). Perceived preparation was highly correlated with the presence of early and formal training, opportunities for experience, and explicit methods of assessment. Building upon the results of these data and principles of integrated curriculum design, the authors propose a longitudinal method to focus efforts in developing curriculum for the Core EPAs.

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Hitting the Ground Running: Medical Student Preparedness for Residency Training

Cited by 6 publications

References 7 publications

Applying sport psychology to improve clinical performance

Applying sport psychology to improve clinical performance

Ready for Residency: A Bloomian Analysis of Competency-Based Osteopathic Medical Education

The Gap Between Current and Ideal Approaches to the Core EPAs: A Mixed Methods Study of Recent Medical School Graduates

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