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

Medical Education Online

Erika L. Abramson¹  Yoon Kang¹  Paolo De Angelis¹  Joseph E. Safdieh¹  John K. Chae¹  Ernie L. Esquivel¹ 

[1] Weill Cornell Medicine;

关键词: clinical skills;    medical education research;    collaborative/peer-to-peer teaching;    curriculum planning;   

DOI  :  10.1080/10872981.2021.1996216

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown