Transitioning preclinical students into clerkships amidst curricular disruptions from the COVID-19 pandemic

The COVID-19 pandemic resulted in significant disruptions to medical education. The patient care space was unavailable as a learning environment, which compounded the complexity of preparing students for clerkships with a traditional transition to clerkship (TTC) curriculum. We developed a multimoda...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Ernie L. Esquivel, Paolo De Angelis, John K. Chae, Joseph E. Safdieh, Erika L. Abramson, Yoon Kang
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	clinical skills medical education research collaborative/peer-to-peer teaching curriculum planning Special aspects of education LC8-6691 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/b12b48d7fbb64f978387bc4bffd710ad
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:b12b48d7fbb64f978387bc4bffd710ad
record_format	dspace
spelling	oai:doaj.org-article:b12b48d7fbb64f978387bc4bffd710ad2021-11-04T15:00:41ZTransitioning preclinical students into clerkships amidst curricular disruptions from the COVID-19 pandemic1087-298110.1080/10872981.2021.1996216https://doaj.org/article/b12b48d7fbb64f978387bc4bffd710ad2021-01-01T00:00:00Zhttp://dx.doi.org/10.1080/10872981.2021.1996216https://doaj.org/toc/1087-2981The COVID-19 pandemic resulted in significant disruptions to medical education. The patient care space was unavailable as a learning environment, which compounded the complexity of preparing students for clerkships with a traditional transition to clerkship (TTC) curriculum. We developed a multimodal, structured approach to re-introduce students to the clinical space prior to the start of clerkships. 105 second year medical students completed a 4-week clinical enhancement course. A modified Delphi method was used to select core topics, which were then anchored to key Entrustable Professional Activities (EPAs). Students participated in 9 virtual problem-based cases, workshops and multiple supervised patient encounters. Students were surveyed before, during, and after the course; responses were compared with paired t-tests. 25.9% rated the course as excellent, 44.2% as very good, and 19.5% as good. Compared to baseline, self-perceived efficacy grew significantly (P < 0.05) across all EPAs. Improvements in key competencies were sustained when students were surveyed 2 weeks into their first clerkship. This was a well-received, novel course, focused on helping students transition back into the clinical space through a multimodal teaching approach. This framework may be used by other institutions seeking to restructure their TTC initiatives.Ernie L. EsquivelPaolo De AngelisJohn K. ChaeJoseph E. SafdiehErika L. AbramsonYoon KangTaylor & Francis Grouparticleclinical skillsmedical education researchcollaborative/peer-to-peer teachingcurriculum planningSpecial aspects of educationLC8-6691Medicine (General)R5-920ENMedical Education Online, Vol 26, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	clinical skills medical education research collaborative/peer-to-peer teaching curriculum planning Special aspects of education LC8-6691 Medicine (General) R5-920
spellingShingle	clinical skills medical education research collaborative/peer-to-peer teaching curriculum planning Special aspects of education LC8-6691 Medicine (General) R5-920 Ernie L. Esquivel Paolo De Angelis John K. Chae Joseph E. Safdieh Erika L. Abramson Yoon Kang Transitioning preclinical students into clerkships amidst curricular disruptions from the COVID-19 pandemic
description	The COVID-19 pandemic resulted in significant disruptions to medical education. The patient care space was unavailable as a learning environment, which compounded the complexity of preparing students for clerkships with a traditional transition to clerkship (TTC) curriculum. We developed a multimodal, structured approach to re-introduce students to the clinical space prior to the start of clerkships. 105 second year medical students completed a 4-week clinical enhancement course. A modified Delphi method was used to select core topics, which were then anchored to key Entrustable Professional Activities (EPAs). Students participated in 9 virtual problem-based cases, workshops and multiple supervised patient encounters. Students were surveyed before, during, and after the course; responses were compared with paired t-tests. 25.9% rated the course as excellent, 44.2% as very good, and 19.5% as good. Compared to baseline, self-perceived efficacy grew significantly (P < 0.05) across all EPAs. Improvements in key competencies were sustained when students were surveyed 2 weeks into their first clerkship. This was a well-received, novel course, focused on helping students transition back into the clinical space through a multimodal teaching approach. This framework may be used by other institutions seeking to restructure their TTC initiatives.
format	article
author	Ernie L. Esquivel Paolo De Angelis John K. Chae Joseph E. Safdieh Erika L. Abramson Yoon Kang
author_facet	Ernie L. Esquivel Paolo De Angelis John K. Chae Joseph E. Safdieh Erika L. Abramson Yoon Kang
author_sort	Ernie L. Esquivel
title	Transitioning preclinical students into clerkships amidst curricular disruptions from the COVID-19 pandemic
title_short	Transitioning preclinical students into clerkships amidst curricular disruptions from the COVID-19 pandemic
title_full	Transitioning preclinical students into clerkships amidst curricular disruptions from the COVID-19 pandemic
title_fullStr	Transitioning preclinical students into clerkships amidst curricular disruptions from the COVID-19 pandemic
title_full_unstemmed	Transitioning preclinical students into clerkships amidst curricular disruptions from the COVID-19 pandemic
title_sort	transitioning preclinical students into clerkships amidst curricular disruptions from the covid-19 pandemic
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/b12b48d7fbb64f978387bc4bffd710ad
work_keys_str_mv	AT ernielesquivel transitioningpreclinicalstudentsintoclerkshipsamidstcurriculardisruptionsfromthecovid19pandemic AT paolodeangelis transitioningpreclinicalstudentsintoclerkshipsamidstcurriculardisruptionsfromthecovid19pandemic AT johnkchae transitioningpreclinicalstudentsintoclerkshipsamidstcurriculardisruptionsfromthecovid19pandemic AT josephesafdieh transitioningpreclinicalstudentsintoclerkshipsamidstcurriculardisruptionsfromthecovid19pandemic AT erikalabramson transitioningpreclinicalstudentsintoclerkshipsamidstcurriculardisruptionsfromthecovid19pandemic AT yoonkang transitioningpreclinicalstudentsintoclerkshipsamidstcurriculardisruptionsfromthecovid19pandemic
_version_	1718444793603817472

Transitioning preclinical students into clerkships amidst curricular disruptions from the COVID-19 pandemic

Ejemplares similares