Implementing a Third-Year Emergency Medicine Medical Student Curriculum

Tews, Matthew; Wyte, Collette Marie Ditz; Coltman, Marion; Hiller, Katherine M.; Jung, Julianna; Oyama, Leslie C.; Jubanyik, Karen; Khandelwal, Sorabh; Goldenberg, William; Wald, David A.; Zun, Leslie S.; Zinzuwadia, Shreni; Pandit, Kiran; An, Charlene; Ander, Douglas S.

doi:10.1016/j.jemermed.2014.12.063

Cited by 12 publications

(11 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this study, taking the EM rotation and learning context as an example context, we illustrate how simulation can be used as a pedagogical tool to orient students before rotating into a new specialty. The EM workplace is a unique clinical setting that combines undifferentiated patient care with varying levels of acuity thus provides medical students with countless opportunities for learning and applying multidisciplinary skills and knowledge to manage cases in an efficient manner ( 31 ). However, learning in such a busy environment with high uncertainty has its challenges ( 32 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Pre-course High-Fidelity Simulation on Professional Socialization of Medical Students in Emergency Medicine Internship Rotation—A Qualitative Approach

et al. 2022

View full text Add to dashboard Cite

BackgroundMedical students in block clerkships constantly adapt to new environments and learn to interact with new people as they rotate between specialties. This frequent change potentially limited interns' opportunities for participation in real clinical practice. The aims of this study were to explore interns' conceptualization of their learning opportunities and experiences in the workplace during an emergency medicine (EM) block internship. In addition, the study also explored how participating in the pre-rotation high-fidelity simulation (HFS) orientation influenced interns' perception of their transition, participation and learning experiences in the real EM setting.MethodsWe implemented a newly developed pre-EM rotation orientation curriculum for interns. This orientation took place on the first day of the 2-week EM internship rotation. Two focus group discussions were held after each simulation training, one immediately after simulation to understand the students' perception and the educational impact of this activity, the other at the end of EM rotation to explore and compare their roles and perception in both simulation activity and the real clinical practice. A total of 151 seventh-year medical students enrolled in the pre-course HFS and post-hoc focus group discussions between 2017 and 2019. We applied thematic analysis to systemically identify, examine, and construct themes.ResultsFour major themes were constructed from the data; 1. Challenges in finding authentic learning experiences within the context of emergency medicine; 2. Effectiveness of the pre-course HFS 3. Limitations of EM internship rotation curriculum and pre-course simulation. 4. Suggestions for EM block-internship curriculum reforms. Our study's key findings indicate that pre-rotation orientation HFS activity, which offered a psychologically safe space for students to explore facets of EM and gain a contextualized understanding of the emergency work culture and environment, was essential for enhancing students' ability to identify and maximize practice affordances in real workplace.ConclusionSimulation, facilitates interns' negotiation of legitimate peripheral participation opportunities as they transition into the EM community of practice during their block internship rotation; putting students at the center of the learning process.

show abstract

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Pre-course High-Fidelity Simulation on Professional Socialization of Medical Students in Emergency Medicine Internship Rotation—A Qualitative Approach

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Medical student clinical rotations such as internal medicine [1], surgery [2], emergency medicine [3], dermatology [4], urology [5], and palliative medicine [6] have structured didactic curricula to complement the clinical experience, but data suggest radiation oncology does not [7]. Despite medical students completing a median of three clerkships at multiple institutions before applying to residency, a national survey of students applying to radiation oncology in 2012 and 2013 revealed that most clerkships lacked a structured didactic curriculum [7,8].…”

Section: Introductionmentioning

confidence: 99%

Educational Impact of a Structured Radiation Oncology Clerkship Curriculum: An Interinstitutional Comparison

Oskvarek

Brower

Mohindra

et al. 2017

Journal of the American College of Radiology

View full text Add to dashboard Cite

Purpose Many medical school clerkships have structured curricula, however most radiation oncology clerkships do not. The Radiation Oncology Education Collaborative Group (ROECSG) implemented a curriculum for fourth-year radiation oncology clerkships at 14 institutions. We hypothesized that students completing clerkships with the curriculum would report greater subjective knowledge and comfort to function as a radiation oncology resident compared with students completing clerkships without the curriculum. Methods and Materials The ROECSG curriculum included three 1-hour lectures and a 1-hour hands-on radiation treatment planning workshop. Applicants to a single radiation oncology residency program in the 2014–2015 academic year were sent an anonymous, validated clerkship experience survey. Students indicated if clerkships were completed at a curriculum site. Likert-type data (1=not at all, 5=extremely) are reported as median(interquartile range). Results Respondents described 276 clerkship experiences of which 64(23.2%) were completed at a curriculum site. Students whose first clerkship was at a curriculum site perceived greater post-clerkship confidence in knowledge of radiation biology (3 (3–4) vs 2(2–3), p<0.01), treatment set-up/positioning (3(2–3) vs. 2(2–3), p<0.05), treatment planning (3(2–3) vs. 2(2–3), p<0.01), and ability to integrate evidence-based medicine into treatment (4(2–4) vs. 3(2–4), p<0.05). Students who completed any clerkship with the curriculum had greater post-clerkship confidence to function as a radiation oncology resident (3(3–4) vs. 3(2–3), p<0.05). Conclusions These results support the curriculum’s ability to increase student knowledge in radiation oncology, especially in the students’ first clerkship. Further, these findings suggest that expanded implementation of such curricula may ensure a rewarding educational experience during radiation oncology clerkships.

show abstract

“…To the greatest extent possible, these documents were grounded in foundational source materials reflecting national expert consensus regarding each domain. 1 , 4 , 6 – 10 The purpose of these documents was to highlight key issues within each domain, to standardize items for discussion, and to facilitate rapid construction of an assessment tool based on the sample items within each domain selected for inclusion.…”

Section: Methodsmentioning

confidence: 99%

The National Clinical Assessment Tool for Medical Students in the Emergency Department (NCAT-EM)

Jung¹,

Franzen²,

Lawson³

et al. 2018

WestJEM

Self Cite

View full text Add to dashboard Cite

IntroductionClinical assessment of medical students in emergency medicine (EM) clerkships is a highly variable process that presents unique challenges and opportunities. Currently, clerkship directors use institution-specific tools with unproven validity and reliability that may or may not address competencies valued most highly in the EM setting. Standardization of assessment practices and development of a common, valid, specialty-specific tool would benefit EM educators and students.MethodsA two-day national consensus conference was held in March 2016 in the Clerkship Directors in Emergency Medicine (CDEM) track at the Council of Residency Directors in Emergency Medicine (CORD) Academic Assembly in Nashville, TN. The goal of this conference was to standardize assessment practices and to create a national clinical assessment tool for use in EM clerkships across the country. Conference leaders synthesized the literature, articulated major themes and questions pertinent to clinical assessment of students in EM, clarified the issues, and outlined the consensus-building process prior to consensus-building activities.ResultsThe first day of the conference was dedicated to developing consensus on these key themes in clinical assessment. The second day of the conference was dedicated to discussing and voting on proposed domains to be included in the national clinical assessment tool. A modified Delphi process was initiated after the conference to reconcile questions and items that did not reach an a priori level of consensus.ConclusionThe final tool, the National Clinical Assessment Tool for Medical Students in Emergency Medicine (NCAT-EM) is presented here.

show abstract

Implementing a Third-Year Emergency Medicine Medical Student Curriculum

Cited by 12 publications

References 52 publications

Exploring the Impact of Pre-course High-Fidelity Simulation on Professional Socialization of Medical Students in Emergency Medicine Internship Rotation—A Qualitative Approach

Exploring the Impact of Pre-course High-Fidelity Simulation on Professional Socialization of Medical Students in Emergency Medicine Internship Rotation—A Qualitative Approach

Educational Impact of a Structured Radiation Oncology Clerkship Curriculum: An Interinstitutional Comparison

The National Clinical Assessment Tool for Medical Students in the Emergency Department (NCAT-EM)

Contact Info

Product

Resources

About