Integrative Clinical Experience: An Innovative Program to Prepare for Internship

Fisher, Joslyn W.; Thompson, Britta M.; Garcia, Aimee

doi:10.1080/10401330701366788

Cited by 30 publications

(22 citation statements)

References 17 publications

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“…27 Models include Duke University’s four-week capstone course, which grapples with difficult topics such as ethical issues, medico-legal issues, professionalism, health systems, and doctor-patient communication, and Baylor College of Medicine’s three-week “Integrative Clinical Experience,” which includes domains and modules on coping with stressors and communication skills for team-building and breaking bad news. 28 …”

Section: Discussionmentioning

confidence: 99%

The Key Role of a Transition Course in Preparing Medical Students for Internship

et al. 2011

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Among the core transitions in medical education is the one from medical school to residency. Despite this challenging transition, the final year of medical school is known as lacking structure and clarity. The authors examine the preparation of medical students for the professional and personal challenges of internship in the context of transition courses. They first describe the development of a residency transition course, offered since 2001 at the University of California, San Francisco, School of Medicine (UCSF), exploring aspects of a needs assessment, course goals and content, core competencies, and course implementation. They then critically analyze the course, judging it successful based on high subjective satisfaction scores and increased perceived preparedness data. Next, the authors discuss the national context of transition courses, perspectives of various stakeholders, and lessons learned from the UCSF experience. Finally, they consider future directions, suggesting that internship transition courses be a standard part of the medical school curriculum.

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Section: Discussionmentioning

confidence: 99%

The Key Role of a Transition Course in Preparing Medical Students for Internship

et al. 2011

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“…The best-received sessions give students a chance to practice skills needed in time-pressured situations, such as answering calls from nurses or management of cardiopulmonary decompensation. 18,20,22 Outcomes. Short-term improvements in medical knowledge, procedural skills, and overall performance (based on supervisor evaluation of interns) have been found in some studies, 19,21 but the most commonly described benefit of these courses is enhanced student confidence.…”

Section: Listmentioning

confidence: 99%

“…group discussions, team-based exercises, role-play, clinical experiences, and simulations. 14,[18][19][20][21][22] Topics covered by these courses varied, but certain themes were common: management of common or serious medical conditions, review of pertinent basic science concepts, practicing procedural skills, functioning as part of a hospital team, professionalism, communication skills, and miscellaneous topics. List 2 specifies topics included in these courses.…”

Section: Listmentioning

confidence: 99%

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Course Offerings in the Fourth Year of Medical School

Gallagher

Willett

et al. 2015

Academic Medicine

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The fourth year of medical school remains controversial, despite efforts to reform it. A committee from the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine examined transitions from medical school to internship with the goal of better academic advising for students. In 2013 and 2014, the committee examined published literature and the Web sites of 136 Liaison Committee on Medical Education-accredited schools for information on current course offerings for the fourth year of medical school. The authors summarized temporal trends and outcomes when available.Subinternships were required by 122 (90%) of the 136 schools and allow students to experience the intern's role. Capstone courses are increasingly used to fill curricular gaps. Revisiting basic sciences in fourth-year rotations helps to reinforce concepts from earlier years. Many schools require rotations in specific settings, like emergency departments, intensive care units, or ambulatory clinics. A growing number of schools require participation in research, including during the fourth year. Students traditionally take fourth-year clinical electives to improve skills, both within their chosen specialties and in other disciplines. Some students work with underserved populations or seek experiences that will be henceforth unavailable, whereas others use electives to "audition" at desired residency sites. Fourth-year requirements vary considerably among medical schools, reflecting different missions and varied student needs. Few objective outcomes data exist to guide students' choices. Nevertheless, both medical students and educators value the fourth year of medical school and feel it can fill diverse functions in preparing for residency.

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“…These include 4th-year reform, mini/capstone courses, "intern boot camp," and simulation programs. [5][6][7][8][9] One critical area appears to be the need to reinstate the role of medical students in clerkship years to allow students greater participation, ownership, and responsibility for patient care and decision making with a maximum of direct supervision.…”

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confidence: 99%

Hitting the Ground Running: Medical Student Preparedness for Residency Training

Hall¹,

Schneider²,

Abercrombie³

et al. 2011

The Annals of Family Medicine

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Integrative Clinical Experience: An Innovative Program to Prepare for Internship

Abstract: A 2-week, concentrated course is a feasible and effective method for raising students' perceived preparedness for internship.

Cited by 30 publications

References 17 publications

The Key Role of a Transition Course in Preparing Medical Students for Internship

The Key Role of a Transition Course in Preparing Medical Students for Internship

Course Offerings in the Fourth Year of Medical School

Hitting the Ground Running: Medical Student Preparedness for Residency Training

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