Is There a Role for Internal Medicine Residency Preparation Courses in the Fourth Year Curriculum? A Single-Center Experience

Heidemann, Lauren; Walford, Eric; Mack, Jacob A.; Kolbe, Mark; Morgan, Helen

doi:10.1007/s11606-018-4620-6

Cited by 14 publications

(24 citation statements)

References 5 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While this program was beneficial for participants, the biggest challenge was our inability to enlist all eligible learners. This consistent with the trend of the fourth year of medical school often being under-utilized by learners [ 12 , 13 ]. Starting post-match day likely contributed; learners indicated they planned to use this time to travel, spend time with loved ones, find new housing, or experience major life events such as getting married.…”

Section: Discussionsupporting

confidence: 85%

Facilitated transitions: coaching to improve the medical school to residency continuum

Wolff

Ross

Jackson³

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

Background: Current efforts incompletely address the educational, social, and developmental aspects of a learner's transition from medical school to residency. Objective: To determine the feasibility and acceptability of a transition to residency (TTR) coaching program. Designs: In March 2019, we designed, implemented, and evaluated a TTR coaching program for students who matched into residency programs at our institution. Goals were to stimulate reflection on successes and challenges encountered during medical school, develop strategies to problem-solve barriers and address concerns, identify professional and personal resources, improve confidence, and make an action plan. Results: Of eligible learners, 42% (10/24) enrolled in TTR coaching. Learners were most interested in coaching in the following areas: wellbeing (70%, 7/10), interpersonal/communication skills (60%, 6/ 10), and learning plan development (50%, 5/10). The majority (90%; 9/10) expressed satisfaction with the program and would recommend participation. One month after starting internship, 90% (9/10) of learners stated the program helped facilitate their transition. Learners who did not enroll in TTR cited concerns around the coach selection process (72%, 8/11), upcoming travel (45%, 5/11), insufficient time/competing demands (27%, 3/11), and lack of perceived benefit (18%, 2/11). Conclusion: This pilot study demonstrated preliminary feasibility and acceptability for TTR coaching.

show abstract

Section: Discussionsupporting

confidence: 85%

Facilitated transitions: coaching to improve the medical school to residency continuum

Wolff

Ross

Jackson³

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

show abstract

“…The RPC course was 4 weeks long and consisted of a blend of interactive didactic sessions on medical emergencies, outpatient topics, simulated procedures, rapid response, and mock code simulations, as well as a simulated paging curriculum that addressed inpatient medical emergencies (focused on cross-cover) and outpatient phone calls. 15 …”

Section: Methodsmentioning

confidence: 99%

Cross-Cover Curriculum for Senior Medical Students

Bongers

Heidemann

2020

MedEdPORTAL

Self Cite

View full text Add to dashboard Cite

Introduction: Cross-cover, the process by which a nonprimary team physician cares for patients, usually during afternoons, evenings, and weekends, is common in academic medical centers. With the advent of residency duty-hour restrictions, cross-cover care has increased, making education in effective cross-coverage an urgent need. Methods: We implemented a cross-cover didactic activity composed of 18 interactive cases with 29 senior medical students enrolled in an internal medicine residency preparation course. The curriculum was facilitated by one faculty member and one senior medical resident and utilized think-pair-share learning techniques to discuss an approach to a range of common (both urgent and routine) cross-cover scenarios. We analyzed confidence and feelings of preparedness pre-and postintervention. We also examined differences in medical knowledge based on two multiple-choice written cross-cover cases that addressed both medical management and triage. Results: This curriculum significantly improved feelings of confidence (from 1.8 to 3.2, p < .0001), reduced anxiety (from 4.5 to 4.1, p < .03), and improved performance in clinical case scenarios (from 82% to 89%, p < .02). Discussion: This curriculum covered not only the important medical aspects of cross-cover care (e.g., diagnostics and management) but also equally important roles of cross-cover, such as how to effectively triage cross-cover scenarios. The curriculum was well received by students.

show abstract

“…As of 2018, 71 US medical schools had their own boot camps [6]. Institutions took individualized approaches in developing boot camps and boot camp curricula are not standardized across institutions [7][8][9][10][11][12]. To our knowledge, prior boot camp curricula did not incorporate interns' perspectives about what topics are most helpful in such a course.…”

Section: Introductionmentioning

confidence: 99%

A Survey of Internal Medicine Interns Regarding the Most Useful Topics to Include in an Internal Medicine Track of a “Get Ready for Residency Boot Camp” Course

et al. 2020

View full text Add to dashboard Cite

In the last decade, boot camp residency preparatory courses for fourth-year medical students have become increasingly popular in medical schools across the USA; however, the curricular content of these courses varies widely. The authors surveyed internal medicine interns at a large academic medical center regarding clinical and non-clinical topics that would be useful for an internal medicine residency preparatory curriculum. The response rate was 79% (64/81). A rational approach to antibiotics (42%) and electrolyte management (41%) were the most frequent clinical topics and cross-cover (69%) was the most frequent non-clinical topic selected by interns.

show abstract

Is There a Role for Internal Medicine Residency Preparation Courses in the Fourth Year Curriculum? A Single-Center Experience

Cited by 14 publications

References 5 publications

Facilitated transitions: coaching to improve the medical school to residency continuum

Facilitated transitions: coaching to improve the medical school to residency continuum

Cross-Cover Curriculum for Senior Medical Students

A Survey of Internal Medicine Interns Regarding the Most Useful Topics to Include in an Internal Medicine Track of a “Get Ready for Residency Boot Camp” Course

Contact Info

Product

Resources

About