Cross-Cover Curriculum for Senior Medical Students

Introduction Cross-cover, the process by which a nonprimary team physician cares for patients, usually during afternoons, evenings, and weekends, is common in academic medical centers. With the advent of residency duty-hour restrictions, cross-cover care has increased, making education in effective...

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Autores principales:	Kale S. Bongers, Lauren A. Heidemann
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Cross-Cover Triage Patient Care Transition to Residency Boot Camp Internal Medicine Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/b84aa95320814479a3e53d65315842c8
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spelling	oai:doaj.org-article:b84aa95320814479a3e53d65315842c82021-11-19T14:10:42ZCross-Cover Curriculum for Senior Medical Students10.15766/mep_2374-8265.109442374-8265https://doaj.org/article/b84aa95320814479a3e53d65315842c82020-08-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10944https://doaj.org/toc/2374-8265Introduction Cross-cover, the process by which a nonprimary team physician cares for patients, usually during afternoons, evenings, and weekends, is common in academic medical centers. With the advent of residency duty-hour restrictions, cross-cover care has increased, making education in effective cross-coverage an urgent need. Methods We implemented a cross-cover didactic activity composed of 18 interactive cases with 29 senior medical students enrolled in an internal medicine residency preparation course. The curriculum was facilitated by one faculty member and one senior medical resident and utilized think-pair-share learning techniques to discuss an approach to a range of common (both urgent and routine) cross-cover scenarios. We analyzed confidence and feelings of preparedness pre- and postintervention. We also examined differences in medical knowledge based on two multiple-choice written cross-cover cases that addressed both medical management and triage. Results This curriculum significantly improved feelings of confidence (from 1.8 to 3.2, p < .0001), reduced anxiety (from 4.5 to 4.1, p < .03), and improved performance in clinical case scenarios (from 82% to 89%, p < .02). Discussion This curriculum covered not only the important medical aspects of cross-cover care (e.g., diagnostics and management) but also equally important roles of cross-cover, such as how to effectively triage cross-cover scenarios. The curriculum was well received by students.Kale S. BongersLauren A. HeidemannAssociation of American Medical CollegesarticleCross-CoverTriagePatient CareTransition to ResidencyBoot CampInternal MedicineMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Cross-Cover Triage Patient Care Transition to Residency Boot Camp Internal Medicine Medicine (General) R5-920 Education L
spellingShingle	Cross-Cover Triage Patient Care Transition to Residency Boot Camp Internal Medicine Medicine (General) R5-920 Education L Kale S. Bongers Lauren A. Heidemann Cross-Cover Curriculum for Senior Medical Students
description	Introduction Cross-cover, the process by which a nonprimary team physician cares for patients, usually during afternoons, evenings, and weekends, is common in academic medical centers. With the advent of residency duty-hour restrictions, cross-cover care has increased, making education in effective cross-coverage an urgent need. Methods We implemented a cross-cover didactic activity composed of 18 interactive cases with 29 senior medical students enrolled in an internal medicine residency preparation course. The curriculum was facilitated by one faculty member and one senior medical resident and utilized think-pair-share learning techniques to discuss an approach to a range of common (both urgent and routine) cross-cover scenarios. We analyzed confidence and feelings of preparedness pre- and postintervention. We also examined differences in medical knowledge based on two multiple-choice written cross-cover cases that addressed both medical management and triage. Results This curriculum significantly improved feelings of confidence (from 1.8 to 3.2, p < .0001), reduced anxiety (from 4.5 to 4.1, p < .03), and improved performance in clinical case scenarios (from 82% to 89%, p < .02). Discussion This curriculum covered not only the important medical aspects of cross-cover care (e.g., diagnostics and management) but also equally important roles of cross-cover, such as how to effectively triage cross-cover scenarios. The curriculum was well received by students.
format	article
author	Kale S. Bongers Lauren A. Heidemann
author_facet	Kale S. Bongers Lauren A. Heidemann
author_sort	Kale S. Bongers
title	Cross-Cover Curriculum for Senior Medical Students
title_short	Cross-Cover Curriculum for Senior Medical Students
title_full	Cross-Cover Curriculum for Senior Medical Students
title_fullStr	Cross-Cover Curriculum for Senior Medical Students
title_full_unstemmed	Cross-Cover Curriculum for Senior Medical Students
title_sort	cross-cover curriculum for senior medical students
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/b84aa95320814479a3e53d65315842c8
work_keys_str_mv	AT kalesbongers crosscovercurriculumforseniormedicalstudents AT laurenaheidemann crosscovercurriculumforseniormedicalstudents
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Cross-Cover Curriculum for Senior Medical Students

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