The Internal Medicine Clerkship and Ambulatory Learning Experiences: Results of the 2010 Clerkship Directors in Internal Medicine Survey

Shaheen, Amy W.; Papp, Klara K.; Torre, Dario

doi:10.1080/10401334.2013.797346

Cited by 10 publications

(16 citation statements)

References 16 publications

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“…However, most reports described ambulatory experiences on core clerkships. 33 The most common length was three to four weeks. Our Web site review revealed that an ambulatory care rotation was required during the fourth year by only 47 of the 136 schools (35%).…”

Section: Clinical Experiences In Specific Locationsmentioning

confidence: 99%

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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Section: Clinical Experiences In Specific Locationsmentioning

confidence: 99%

Course Offerings in the Fourth Year of Medical School

Gallagher

Willett

et al. 2015

Academic Medicine

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“…As patient care has shifted more to outpatient settings, training in outpatient settings has increasingly been prioritized. 4,[8][9][10][11][12] The LCME now stipulates medical schools meet ambulatory learning requirements to ensure trainees are well prepared for outpatient practice. 4 Likewise, the AAMC has outlined competencies that are specific to ambulatory education.…”

Section: Introductionmentioning

confidence: 99%

“…17,22 However, the last national survey by the Clerkship Directors in Internal Medicine (CDIM) evaluating core clerkship IM training occurred in 2010 and in 2008 to evaluate IM sub-internship training. 12,23 These surveys occurred prior to the publication of the CEPAERs, increased focus on ambulatory education, and widespread promotion of LIC's; thus, the degree to which clinical training in IM has changed in response to recent curricular reform efforts is not clear.…”

Section: Introductionmentioning

confidence: 99%

A National Survey of Undergraduate Clinical Education in Internal Medicine

et al. 2019

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BACKGROUND: In the present milieu of rapid innovation in undergraduate medical education at US medical schools, the current structure and composition of clinical education in Internal Medicine (IM) is not clear. OBJECTIVE: To describe the current composition of undergraduate clinical education structure in IM. DESIGN: National annual Clerkship Directors in Internal Medicine (CDIM) cross-sectional survey. PARTICIPANTS: One hundred twenty-nine clerkship directors at all Liaison Committee on Medical Education accredited US medical schools with CDIM membership as of September 1, 2017. MAIN MEASURES: IM core clerkship and post-core clerkship structure descriptions, including duration, educational models, inpatient experiences, ambulatory experiences, and requirements. KEY RESULTS: The survey response rate was 83% (107/ 129). The majority of schools utilized one core IM clerkship model (67%) and continued to use a traditional block model for a majority of their students (84%). Overall 26% employed a Longitudinal Integrated Clerkship model and 14% employed a shared block model for some students. The mean inpatient duration was 7.0 ± 1.7 weeks (range 3-11 weeks) and 94% of clerkships stipulated that students spend some inpatient time on general medicine. IMspecific ambulatory experiences were not required for students in 65% of IM core clerkship models. Overall 75% of schools did not require an advanced IM clinical experience after the core clerkship; however, 66% of schools reported a high percentage of students (> 40%) electing to take an IM sub-internship. About half of schools (48%) did not require overnight call or night float during the clinical IM sub-internship. CONCLUSIONS: Although there are diverse core IM clerkship models, the majority of IM core clerkships are still traditional block models. The mean inpatient duration is 7 weeks and 65% of IM core clerkship models did not require IM-specific ambulatory education.

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“…11 Internal medicine clerkships evolved from purely in-patient experiences to include roughly 30 % time in clinic today. 12,13 Coincidentally, educators developed improved methods for clinic-based instruction that emphasized 1:1 learner-centered teaching, meaningful student responsibility in patient care, and more supportive learning environments. [12][13][14][15][16][17][18] Although office-based clerkships became popular among students, they were not enough to attract them to primary care specialties.…”

Section: Introductionmentioning

confidence: 99%

“…12,13 Coincidentally, educators developed improved methods for clinic-based instruction that emphasized 1:1 learner-centered teaching, meaningful student responsibility in patient care, and more supportive learning environments. [12][13][14][15][16][17][18] Although office-based clerkships became popular among students, they were not enough to attract them to primary care specialties. 9,[19][20][21] In evaluating career options, students place high value on the potential for work satisfaction and a controllable lifestyle.…”

Section: Introductionmentioning

confidence: 99%