Residents' perspectives on the final year of medical school

O’Brien, Bridget; Niehaus, Brian; Young, John Q.

doi:10.5116/ijme.5019.6b01

Cited by 18 publications

(21 citation statements)

References 28 publications

(24 reference statements)

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“…The conclusion of this study was that a unifying, central curriculum would be effective in creating more competent and confident MS4’s (5). Similar structured curricular inconsistencies have been reported from junior residents’ reflections (6), in fourth-year emergency medicine clerkships (7), and in internal medicine sub-internships (8, 9). …”

Section: Discussionsupporting

confidence: 68%

A National Radiation Oncology Medical Student Clerkship Survey: Didactic Curricular Components Increase Confidence in Clinical Competency

Jagadeesan¹,

Raleigh²,

Koshy³

et al. 2014

International Journal of Radiation Oncology*Biology*Physics

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Purpose/Objectives Students applying to radiation oncology residency programs complete one or more radiation oncology clerkships. This study assesses student experiences and perspectives during radiation oncology clerkships. The impact of didactic components and number of clerkship experiences in relation to confidence in clinical competency and preparation to function as a first year radiation oncology resident are evaluated. Methods and Materials An anonymous, internet-based survey was sent via direct e-mail to all applicants to a single radiation oncology residency program during the 2012–2013 academic year. The survey was composed of three main sections including questions regarding baseline demographic information and prior radiation oncology experience, rotation experiences, and ideal clerkship curriculum content. Results The survey response rate was 37% (70/188). Respondents reported 191 unique clerkship experiences. 27% of respondents (19/70) completed at least one clerkship with a didactic component geared towards their level of training. Completing a clerkship with a didactic component was significantly associated with a respondent’s confidence to function as a first- year radiation oncology resident (Wilcoxon rank-sum p = 0.03). However, the total number of clerkships completed did not correlate with confidence to pursue radiation oncology as a specialty (Spearman’s rho p = 0.48) or confidence to function as a first year resident (Spearman’s rho p = 0.43). Conclusions Based on responses to this survey, rotating students perceive that the majority of radiation oncology clerkships do not have formal didactic curricula. Survey respondents who completed a clerkship with a didactic curriculum reported feeling more prepared to function as a radiation oncology resident. However, completing an increasing number of clerkships does not appear to improve confidence in the decision to pursue radiation oncology as a career or to function as a radiation oncology resident. These results support further development of structured didactic curricula for the radiation oncology clerkship.

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Section: Discussionsupporting

confidence: 68%

A National Radiation Oncology Medical Student Clerkship Survey: Didactic Curricular Components Increase Confidence in Clinical Competency

Jagadeesan¹,

Raleigh²,

Koshy³

et al. 2014

International Journal of Radiation Oncology*Biology*Physics

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“…16–19 This reality, in its own right, would appear to warrant a reevaluation of the extant residency placement construct. Such reassessment may prove all but inescapable before too long if and when the four-year medical school curriculum was ever to be replaced with a three-year counterpart.…”

Section: Implications Of a More Intensive Processmentioning

confidence: 99%

Residency Placement Fever: Is It Time for a Reevaluation?

Gruppuso

Adashi

2017

Academic Medicine

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The transition from undergraduate medical education to graduate medical education (GME) involves a process rooted in the final year of medical school. Students file applications through the Electronic Residency Application System platform, interview with residency training (GME) programs from which they have received invitations, and generate a rank-ordered preference list. The National Resident Matching Program reconciles applicant and program rank lists with an eye towards matching students and GME programs. This process has effectively served generations of graduating medical students. However, the past several decades have seen an intensification of the residency placement process that is exemplified by an inexorable increase in the number of applications filed and number of interviews accepted and attended by each student. The authors contend that this trend has untoward effects on both applicants and departments that are home to GME programs. Relevant information in the peer-reviewed literature on the consequences and benefits of the intensification of the residency placement process is scant. The authors address factors that may contribute to the intensity of the residency placement process, and the relative paucity of data. They propose approaches to reverse current trends, and conclude that any reevaluation of the process will have to include the generation of outcome data in order to afford medical educators the opportunity to explore changes in an evidence-based manner.

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“…Overall, our study shows that fourth-year medical students find their final year of medical school to have significant value, a perspective similar to the views of medical education experts and residents. 8 , 9 , 14 , 15 Our qualitative findings suggest that students approach this year as a formative component of their careers, not just as a summative pursuit of their medical degrees. In our focus groups, students emphasized the importance of having the flexibility to individualize the fourth year and of having emotional comfort with their decisions.…”

Section: Discussionmentioning

confidence: 87%