The Internal Medicine Clerkship in the Clinical Education of Medical Students

Hemmer, Paul A.; Griffith, Charles H.; Elnicki, D. Michael; Fagan, Mark J.

doi:10.1016/s0002-9343(03)00442-x

Cited by 13 publications

(5 citation statements)

References 25 publications

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“…Findings may have implications for curricular design and allocation of resources within medical schools, especially related to balancing the need for both hospital and ambulatory experiences, as well as incorporating emerging contemporary issues into internal medicine rotations. 16 …”

mentioning

confidence: 99%

US Medical Student Performance on the NBME Subject Examination in Internal Medicine: Do Clerkship Sequence and Clerkship Length Matter?

2015

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mentioning

confidence: 99%

US Medical Student Performance on the NBME Subject Examination in Internal Medicine: Do Clerkship Sequence and Clerkship Length Matter?

2015

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“…Given that most IM clerkships use multiple sites for inpatient and ambulatory education, 5 and that some medical schools may share the same site, 6 such visits to the sites are critical. At a minimum, there should be open lines of communication from sites to the CD and regular meetings to discuss issues related to the clerkship, which could be electronic, by phone, or teleconference.…”

Section: Internal Medicine Clerkship Directorsmentioning

confidence: 99%

RESEARCH BASIC TO MEDICAL EDUCATION: Expectations of and for Internal Medicine Clerkship Directors: How Are We Doing?

Durning¹,

Papp²,

Pangaro³

et al. 2007

Teaching and Learning in Medicine

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“…8,[18][19][20][21] These national-level medical education initiatives and reforms have impacted and spawned further changes in clinical undergraduate medical education (UME) IM training both during and after the core clerkship. 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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The Internal Medicine Clerkship in the Clinical Education of Medical Students

Cited by 13 publications

References 25 publications

US Medical Student Performance on the NBME Subject Examination in Internal Medicine: Do Clerkship Sequence and Clerkship Length Matter?

US Medical Student Performance on the NBME Subject Examination in Internal Medicine: Do Clerkship Sequence and Clerkship Length Matter?

RESEARCH BASIC TO MEDICAL EDUCATION: Expectations of and for Internal Medicine Clerkship Directors: How Are We Doing?

A National Survey of Undergraduate Clinical Education in Internal Medicine

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