Classrooms to Clinics: A Capstone Preclinical Course Designed from Educational, Social, and Developmental Perspectives on the Transition to Clerkship.

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Medical Education and Practice Pub Date : 2025-07-23 eCollection Date: 2025-01-01 DOI:10.2147/AMEP.S523459
Mary Kate Worden, Megan J Bray
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引用次数: 0

Abstract

Introduction: Transitions to clerkship courses aim to alleviate medical students' concerns about preparing for clerkship rotations. Most focus on reviewing medical knowledge and clinical skills from an educational perspective. However, few are designed from social or developmental perspectives that emphasize self-regulation and social learning habits. This is unfortunate because learners who are unaware of the social and developmental aspects of learning may struggle to transition from a structured classroom environment to a complex and unpredictable clinical learning environment.

Approach: The two-week Classrooms to Clinics (C2C) course at the University of Virginia School of Medicine serves as a capstone to the preclinical curriculum that helps ease students' transition to the clerkship year. From the educational perspective, it incorporates case discussions that permit review of key concepts and clinical reasoning skills taught in earlier preclinical courses. From the developmental perspective, C2C challenges students to perform workplace tasks authentic to the clinical environment and to recognize best practices for identifying and leveraging learning opportunities within the clinical workflow. From a social perspective, C2C policies encourage students to nurture relationships with peers to facilitate learning and co-learning on clerkships.

Outcomes: Evidence from course evaluations and analysis of students' commentary on the most recent iteration of C2C shows that students recognize and appreciate the educational, developmental, and social perspectives on making a successful transition to clerkships.

Next steps: As next steps, we will address student feedback about Classrooms to Clinics by clarifying how and why it differs from a traditional transitions course in its emphasis on developmental and social learning strategies that facilitate life-long learning. We will also enable clerkship students (and their coaches) to retrospectively review the reflective essays they wrote in C2C so that students can monitor their progress in developing self-regulated learning habits that facilitate a successful transition to the clinical workplace.

从教室到诊所:从教育、社会和发展的角度设计的临床前课程。
简介:过渡到见习课程的目的是减轻医学生对准备见习轮转的担忧。大多数侧重于从教育的角度回顾医学知识和临床技能。然而,很少是从社会或发展的角度设计的,强调自我调节和社会学习习惯。这是不幸的,因为不了解学习的社会和发展方面的学习者可能很难从结构化的课堂环境过渡到复杂和不可预测的临床学习环境。方法:弗吉尼亚大学医学院为期两周的“从教室到诊所”(C2C)课程是临床前课程的顶点,有助于学生轻松过渡到实习一年。从教育的角度来看,它结合了案例讨论,允许回顾早期临床前课程中教授的关键概念和临床推理技能。从发展的角度来看,C2C要求学生在临床环境中执行真实的工作任务,并认识到在临床工作流程中识别和利用学习机会的最佳实践。从社会角度来看,C2C政策鼓励学生培养与同伴的关系,以促进学习和共同学习。结果:来自课程评估的证据和学生对最近一次C2C迭代的评论的分析表明,学生认识并欣赏成功过渡到职员职位的教育、发展和社会观点。下一步:作为下一步,我们将通过澄清它与传统的过渡课程在强调促进终身学习的发展和社会学习策略方面的区别以及为什么不同,来解决学生对“从教室到诊所”的反馈。我们还将允许见习学生(和他们的教练)回顾他们在C2C中写的反思性文章,这样学生就可以监控他们在培养自我调节的学习习惯方面的进展,从而促进他们成功过渡到临床工作场所。
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来源期刊
Advances in Medical Education and Practice
Advances in Medical Education and Practice EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.10
自引率
10.00%
发文量
189
审稿时长
16 weeks
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