Transition to Clerkship Courses: Preparing Students to Enter the Workplace

O’Brien, Bridget; Poncelet, Ann

doi:10.1097/acm.0b013e3181fa2353

Cited by 65 publications

(79 citation statements)

References 15 publications

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“…When comparing the class of 2015 to the class of 2016, both classes agreed that there was value in learning how to develop a study plan, while the class of 2016 ascribed significantly greater value to learning how to integrate into the health care team (F [1,198]=8.887, P<0.01).…”

Section: Family Medicine Brief Reportsmentioning

confidence: 96%

“…[1][2][3] To help students with this transition, medical schools have incorporated transition-to-clerkship courses into their curricula. 1,[4][5][6] Viewing these courses through the lens of Bandura's social cognitive theory, 7,8 if students believe that they are prepared to perform behaviors taught during a transition-to-clerkship curriculum (self-efficacy) and believe that those behaviors will lead to better clerkship performance (response efficacy), they will be more likely to engage in those learned behaviors.…”

mentioning

confidence: 99%

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The Impact of Near-Peer Teaching on Medical Students’ Transition to Clerkships

Knobloch

Wilkes

Saperstein

2018

Fam Med

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Background and Objectives: The transition to clerkships is one of the most challenging times during medical school. To help students better cope, many schools have established transition-to-clerkship curricula. Such curricula may optimally prepare students through increasing their self-efficacy and response efficacy. We hypothesized that a small-group, near-peer-led format would be ideally suited to help students achieve these outcomes. Methods: During process improvement for a transition-to-clerkship curriculum, we conducted an informal focus group and subsequent survey of postclerkship students to guide curricular innovation, including incorporation of third- and fourth-year students as near-peer instructors in a seminar format. Seminars included three sequential small-group discussions focused on discrete topic areas and concluded with a large-group session highlighting salient discussion points. To evaluate the impact of this educational strategy, near-peer learners were surveyed before and after the seminars. Results: Junior student participants reported feeling more prepared to integrate into the health care team, develop a clerkship study plan, and access applicable, valuable study materials, both immediately following the seminars and 6 months later, demonstrating increased self-efficacy. These students placed equal or greater value on these topics as compared to students in previous year groups, demonstrating similar response efficacy. Conclusions: This study demonstrated an increase in student self-efficacy that persisted 6 months postintervention, in addition to similar response efficacy. Future research could be directed toward: (1) investigating whether improvements in self-efficacy among students transitioning to clerkships are associated with improved clerkship performance and (2) studying outcomes for near-peer teachers.

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Section: Family Medicine Brief Reportsmentioning

confidence: 96%

mentioning

confidence: 99%

The Impact of Near-Peer Teaching on Medical Students’ Transition to Clerkships

Knobloch

Wilkes

Saperstein

2018

Fam Med

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“…15,16 In fact, a review of articles published in Academic Medicine from 2010 to 2012 revealed 9 national survey studies on medical schools in which the response rates were as low as 51% to 64%. [17][18][19][20][21][22][23][24][25] …”

Section: Is Response Rate a Standard For Publication?mentioning

confidence: 99%

Pharmacy School Survey Standards Revisited

Mészáros

Barnett

Lenth

et al. 2013

American Journal of Pharmaceutical Education

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In a series of 3 papers on survey practices published from 2008 to 2009, the editors of the American Journal of Pharmaceutical Education presented guidelines for reporting survey research, and these criteria are reflected in the Author Instructions provided on the Journal's Web site. This paper discusses the relevance of these criteria for publication of survey research regarding pharmacy colleges and schools. In addition, observations are offered about surveying of small "universes" like that comprised of US colleges and schools of pharmacy. The reason for revisiting this issue is the authors' concern that, despite the best of intentions, overly constraining publication standards might discourage research on US colleges and schools of pharmacy at a time when the interest in the growth of colleges and schools, curricular content, clinical education, competence at graduation, and other areas is historically high. In the best traditions of academia, the authors share these observations with the community of pharmacy educators in the hope that the publication standards for survey research about US pharmacy schools will encourage investigators to collect and disseminate valuable information.

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“…More recently, web-based learning and virtual patient encounters by simulation have been introduced to supplement small group experiences (Cook et al 2010;Kim and Kee 2012). Another common approach is "transition to clerkship" courses designed as an intensive immersion experience for students just prior to beginning their first clerkship (Jacobson et al 2010;O'Brien and Poncelet 2010). Common content areas include preparation for participation in clinical activities (including clinical reasoning), roles and expectations of students, advice from senior students, professionalism, stress management, and procedural skills.…”

Section: Introductionmentioning

confidence: 99%