Outcomes of an Online Virtual Boot Camp to Prepare Fourth-Year Medical Students for a Successful Transition to Internship

Monday, Lea; Gaynier, Anthony; Berschback, Madeline; Gelovani, David; Kwon, Henry Y.; Ilyas, Sahrish; Shaik, Asra N.; Levine, Diane

doi:10.7759/cureus.8558

Cited by 26 publications

(47 citation statements)

References 24 publications

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“…Fortunately, medical schools are innovating rapidly and creatively to meet the needs of their students and better prepare them for their internship, including integrating students back into sub-internships, integrating students into telehealth activities [24], offering virtual preparatory experiences [25], and developing virtual objective structured clinical examinations [26]. However, residency programs may also need to provide additional training and support for new residents whose medical school experiences may result in them either being less prepared or perceiving themselves to be less prepared for internship, especially as they enter a residency landscape that is significantly different in the face of the pandemic.…”

Section: Discussionmentioning

confidence: 99%

Interns’ perspectives on impacts of the COVID-19 pandemic on the medical school to residency transition

et al. 2021

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Background The COVID-19 pandemic resulted in disruptions to medical school training and the transition to residency for new post-graduate year 1 resident-physicians (PGY1s). Therefore, the aim of this study was to understand the perspectives of United States PGY1s regarding the impact of the pandemic on these experiences. Our secondary aims were to understand how desire to practice medicine was impacted by the pandemic and whether PGY1s felt that they were able to meaningfully contribute to the COVID-19 response as students. Method We conducted a national, cross-sectional study of PGY1s who had recently graduated from medical school in 2020. A survey was distributed to PGY1s from across specialties, in programs distributed throughout the United States. It included questions about medical school training during the pandemic, impact on graduation timing and transition to internship, concerns about caring for patients with COVID-19, desire to practice medicine, and ability to meaningfully contribute to the pandemic. Findings are presented using descriptive statistics and univariate logistic regression models. Results 1980 PGY1s consented to participate, 1463 completed the survey (74%), and 713 met criteria for this analysis. 77% of PGY1s reported that the pandemic adversely affected their connection with their medical school communities, and 58% reported that the pandemic impeded their preparation for intern year. 4% of PGY1s reported graduating medical school and practicing as an intern earlier than their expected graduation date. While the majority of PGY1s did not have a change in desire to practice medicine, PGY1s with concerns regarding personal health or medical conditions (OR 4.92 [95% CI 3.20–7.55] p < 0.0001), the health or medical conditions of others in the home (OR 4.41 [2.87–6.77], p < 0.0001]), and PGY1s with children (OR 2.37 [1.23–4.58], p < 0.0001) were more likely to report a decreased desire. Conclusions The COVID pandemic disrupted the social connectedness and educational experiences of a majority of PGY1 residents in a sample of trainees in United States training programs. Those with health concerns and children had particularly challenging experiences. As the current and subsequent classes of PGY1s affected by COVID-19 proceed in their training, ongoing attention should be focused on their training needs, competencies, and well-being.

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Section: Discussionmentioning

confidence: 99%

Interns’ perspectives on impacts of the COVID-19 pandemic on the medical school to residency transition

et al. 2021

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“…The Pathology Department at NUFSOM adapted an emergency remote teaching (ERT) model in the design of our online curriculum and was among the first departments within the institution to offer a completely virtual elective rotation. While online education offers many opportunities for improved learning and flexibility, [4][5][6][7] the suddenness of the transition necessitated an adaptable curriculum that could produce reliable outcomes under times of duress, thereby highlighting the distinction between ERT and traditional online learning. 8 In the much-shortened time frame for content creation, our goal was to create a general framework that allowed for iterative improvements based on participant feedback while still incorporating familiar elements of traditional online and in-person learning curricula.…”

Section: Introductionmentioning

confidence: 99%

“…Emergency remote teaching differs from traditional online learning in that it is designed as a temporary measure to address an abrupt disruption in traditional learning. 4 Therefore, our approach did not intend to upend traditional models of undergraduate medical education as some propose, 9,10 but rather to maintain the pipeline of physicians by providing quality education and continued access to resident and physician mentors during the ongoing COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

Virtual Pathology Elective Provides Uninterrupted Medical Education and Impactful Pathology Education During the COVID-19 Pandemic

Swete

Selgrade

et al. 2021

Academic Pathology

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As students do not qualify as essential health care workers, medical education faced severe disruptions during the COVID-19 pandemic including initial suspension of all in-person lectures and on-site rotations. Our Pathology Department was among the first at Northwestern to offer a completely virtual rotation with the goals of: (1) providing a comprehensive introduction to the practice of anatomic and clinical pathology, (2) emphasizing uninterrupted and continued excellence in education, and (3) minimizing exposure risk during the pandemic. The innovative 2-week curriculum incorporated diverse teaching modalities including live and recorded lectures; live and recorded video demonstrations; interactive small group discussions; interactive virtual sign-outs; and written and multimedia assignments, quizzes, and projects. The virtual elective ran from March to July 2020 with 52 total participating medical students. On post-rotation evaluations, students rated the pathology virtual elective 4.7/5.0 compared to other virtual rotations and 4.0/5.0 compared to all rotations (including in-person and virtual). Furthermore, continual improvements were made to the established framework based on rotation feedback such that curriculum content was more abundant and more favorably rated by the last cohort when compared to the first. Finally, although students identified interest in over 10 different medical specialties, all participants expressed increased interest in choosing pathology as a specialty and better understanding of pathology’s role in patient care. We hope our detailed description of creating and evaluating a completely virtual elective rotation serves as a model for other departments to improve pathology education and visibility.

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“…In contrast, standardized roles and responsibilities for clerkship directors have been developed [2,3], including a recommendation for faculty protected time [4]. Responsibilities for directing pediatric fourth-year activities are substantial, including significant advising requirements, coaching during sub-internships, and direction of residency preparatory courses [5][6][7][8][9][10][11][12][13][14]. This study is an attempt to clarify the current responsibilities and protected time for pediatric fourth-year directors across the US and Canada as well as elicit the opinions of faculty regarding ideal roles and protected time for this position.…”

Section: Introductionmentioning

confidence: 99%

Essential yet Ill-defined: leadership roles to support fourth-year medical students in pediatrics

Rideout

Dawlett

Plant

et al. 2021

Medical Education Online

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Background: Few studies have been published about specialty-specific fourth-year medical student leadership in any discipline. This paper provides insight from pediatric educators about the current status and recommendations for pediatric-specific fourth-year leaders. Objective: To identify the prevalence of pediatric fourth-year medical student directors across the US and Canada and to compare current and ideal responsibilities for this role. Methods: Five multi-part questions were written and submitted for the 2019 Council on Medical Student Education in Pediatrics (COMSEP) Annual Survey and subsequently disseminated to all COMSEP member physicians. Anonymous responses were collected and results analyzed. The study was IRB exempt. Results: The program-level survey response rate was 79%. Of 115 respondent medical schools, 37% reported having a pediatric fourth-year director separate from the clerkship director, with an average of 9.8% full-time equivalent (FTE) protected time for the role. In contrast, individuals indicated 20% FTE would be ideal for fourth-year director responsibilities. The most common role identified for pediatric fourth-year directors was directing sub-internships. Respondents indicated it would be ideal for pediatric fourth-year directors to have an increased level of involvement in all areas queried in the survey, especially directing a pediatric residency preparatory course/boot camp, faculty development for educators of fourth-year students, and remediating fourth-year students. Conclusions: As specialty-specific experiences have grown in the fourth year of medical school, there is an increasing demand for faculty leadership separate from direction of the pediatric clerkship. In this national survey, pediatric educators expressed a need for additional protected time to lead fourth-year specific activities. Similar findings in other disciplines would support advocating for more protected time and expanded roles for specialtyspecific fourth-year directors nationally.

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Outcomes of an Online Virtual Boot Camp to Prepare Fourth-Year Medical Students for a Successful Transition to Internship

Abstract: Open Access Original Article

Cited by 26 publications

References 24 publications

Interns’ perspectives on impacts of the COVID-19 pandemic on the medical school to residency transition

Interns’ perspectives on impacts of the COVID-19 pandemic on the medical school to residency transition

Virtual Pathology Elective Provides Uninterrupted Medical Education and Impactful Pathology Education During the COVID-19 Pandemic

Essential yet Ill-defined: leadership roles to support fourth-year medical students in pediatrics

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