Journal of Medical Education and Curricular Development最新文献

{"title":"Assessing Courseware: Insights From Medical Students on Textbook Efficacy in Palestinian Medical Contexts.","authors":"Abedalkarim Ayyoub, Oqab Jabali, Firas Daraghmih, Shaden Jabali","doi":"10.1177/23821205251342099","DOIUrl":"https://doi.org/10.1177/23821205251342099","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to evaluate the efficacy of the medical textbook <i>Good Practice: Communication Skills in English for the Medical Practitioner</i> in enhancing language learning and teaching among medical students in a Palestinian context. It specifically assessed the textbook's content alignment, task appropriateness, grammar and vocabulary clarity, and the availability of Supplemental materials, addressing the research gap in evaluating the effectiveness of medical textbooks for language learning and communication skill development in nonnative English-speaking medical students, particularly in Palestine.</p><p><strong>Methods: </strong>Data were collected from 216 medical students at a Palestinian university using a structured questionnaire. The survey, originally comprising 26 items, was refined to 13 items following measurement scale and factor loading analysis. The refined items focused on three core dimensions: communication proficiency (COM), content and features (CON), and language clarity (LAC). Statistical analysis explored the relationships between these dimensions and examined the moderating effects of gender and academic level.</p><p><strong>Results: </strong>The findings revealed significant positive relationships between textbook content and communication proficiency and between communication proficiency and language clarity. Gender significantly moderated the relationship between communication proficiency and language clarity, with female students demonstrating higher acceptance rates. However, the academic level showed no significant moderating effect.</p><p><strong>Conclusion: </strong>The study highlights the critical role of comprehensive content, effective communication strategies, and clear language in medical textbooks. It emphasizes the need to consider gender-based communication preferences and sociocultural factors when developing and assessing educational materials for medical students.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251342099"},"PeriodicalIF":2.0,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12078982/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Training Needs Analysis for AI and Generative AI in Medical Education: Perspectives of Faculty and Students.","authors":"Lise McCoy, Natarajan Ganesan, Viswanathan Rajagopalan, Douglas McKell, Diego F Niño, Mary Claire Swaim","doi":"10.1177/23821205251339226","DOIUrl":"https://doi.org/10.1177/23821205251339226","url":null,"abstract":"<p><strong>Introduction: </strong>The growing presence of artificial intelligence (AI) in health professions has created a need to investigate its potential benefits and challenges in medical education. This article presents findings from an AI learner training needs analysis survey at a U.S. medical school. It compares faculty and student experiences and perspectives on using generative AI (GAI) and other AI tools for undergraduate medical education, focusing on their respective knowledge and learning preferences.</p><p><strong>Methods: </strong>Faculty and students were surveyed using an online cross-sectional survey design to assess their GAI experience, AI patterns of use, adoption readiness, and training preferences. Surveys contained 14 to 15 multiple-choice items, with 8 items including a write-in option. A total of 68 faculty and 506 students responded to the survey, with a 50% response rate for faculty and 30% for students. Statistical tests were used to determine whether students and faculty differed significantly in their GAI experience.</p><p><strong>Results: </strong>We found that students were significantly more familiar with GAI than faculty (<i>P</i> < .001) but not significantly more experienced with GAI tools. There were no significant differences in frequency of use. Both groups considered AI tools and technology useful for personal, academic, research, and clinical applications. More than half of both groups were using AI for academic tasks. Both groups expressed concerns about the reliability of AI output, with faculty showing a much greater level of concern. Both groups identified several training formats as beneficial, with faculty preferring formal training (either online or in-person), followed by peer tutorials and self-study. On the other hand, students showed slightly greater interest in self-study than other formats.</p><p><strong>Conclusion: </strong>Our findings will inform the design of two parallel structured AI training programs, focusing on faculty and student priorities, including hands-on skills practice, and emphasizing AI's ethical use, reliability, and limitations.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251339226"},"PeriodicalIF":2.0,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12078978/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception and Impact of AI on Education Journey of Medical Students and Interns in Western Region, KSA: A Cross-Sectional Study.","authors":"Duaa S Alkhayat, Hind N Alsubaiyi, Yara A Alharbi, Lina M Alkahtani, Afnan M Akhwan, Alhanouf A Alharbi","doi":"10.1177/23821205251340129","DOIUrl":"https://doi.org/10.1177/23821205251340129","url":null,"abstract":"<p><strong>Background and objectives: </strong>The objective of this cross-sectional study is to investigate medical students' and interns' perspectives on AI and the influence that AI has on medical education in the western region of Saudi Arabia. The objectives include determining the awareness of medical students, the various uses of AI in medical education, and recognizing both the positive and negative effects on educational settings.</p><p><strong>Materials and methods: </strong>This is a cross-sectional study, using a validated online questionnaire that was distributed to undergraduate medical students as well as medical interns.</p><p><strong>Results: </strong>A total of 375 medical students and interns have filled out the surveys. We found that the majority of participants, specifically 346 individuals (92.3%), were acquainted with the notion, whereas only 29 participants (7.7%) had no understanding of it. A substantial number of participants, 153 (40.8%), indicated favorable opinions regarding the impact of AI on their educational experience, while 158 (42.1%) were unfavorable, and 64 (17.1%) remained neutral. However, 125 individuals (33.3%) disagreed with the assertion on that \"I believe AI can have a negative impact on medical education,\" while the majority 129 (34.4%) remained neutral, and 121 (32.3%) expressed a positive opinion. When queried about the potential impact of AI on regular clinical practice in the future, a majority of 217 individuals (57.9%) expressed agreement. By comparison, a total of 142 participants, accounting for 37.9% of the sample, indicated uncertainty, while a mere 16 participants held the belief that AI will not have a significant impact in the future.</p><p><strong>Conclusions: </strong>These findings can assist educational institutions and policymakers in adapting curricula and resources to maximize the benefits of AI in medical education while addressing any potential concerns that may arise as a result of its use.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251340129"},"PeriodicalIF":2.0,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12078980/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Access to Medical Residency: A Qualitative Study of Medical Graduates' Experiences in Georgia.","authors":"Mariam Kirvalidze, Mariam Kasrashvili, Aleksandre Tskitishvili, Giorgi Aladashvili, Nikoloz Chelidze, Nikoloz Tvildiani, Karsten Lunze, Ilia Nadareishvili","doi":"10.1177/23821205251342050","DOIUrl":"https://doi.org/10.1177/23821205251342050","url":null,"abstract":"<p><strong>Objectives: </strong>Strategic planning for the health workforce-particularly in emerging middle-income countries like Georgia-is essential for maintaining an effective healthcare system. Medical residency training is crucial for developing a well-rounded healthcare workforce equipped with the competencies needed to deliver high-quality care and maintain a balance of specialties. Understanding the enrollment process and experiences of medical graduates in residency programs can help identify areas for improvement. These insights can inform interventions to develop a physician workforce that aligns with population needs and remains responsive to the evolving healthcare system. We aimed to explore the experiences of medical graduates navigating Georgia's residency enrollment process, as well as residents' postgraduate training experiences, to identify key areas for improvement. Additionally, we examined attitudes towards enrolling in residency programs abroad to better understand the potential impact on the ongoing phenomenon of \"brain drain.\"</p><p><strong>Methods: </strong>This study employed a qualitative research design based on individual interviews, conducted via Zoom. We explored the experiences and perceptions of residency enrollment among a purposefully selected sample of 10 participants using reflexive thematic analysis.</p><p><strong>Results: </strong>We identified six overarching themes. Participants described the placement exam as being of suboptimal quality and reported challenges in navigating the enrollment process, often accompanied by emotional stress. Working in residency without a salary was considered unfair and posed an economic burden. The absence of structured mentorship further contributed to dissatisfaction, prompting several participants to consider alternative career paths or pursue residency opportunities abroad.</p><p><strong>Conclusion: </strong>Georgia's medical residency enrollment process requires greater transparency and reduced burdens on aspiring professionals to attract the most qualified candidates. Policy reforms and strategic initiatives should promote socioeconomically equitable access to residency programs and address concerns related to \"brain drain,\" ultimately supporting the development of a sustainable healthcare workforce.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251342050"},"PeriodicalIF":2.0,"publicationDate":"2025-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12066863/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144033944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stakeholder Perspectives on Undergraduate Medical Education: Using a Systems Thinking Approach to Explore Interests in Curriculum Composition.","authors":"Alexander P Royston","doi":"10.1177/23821205251329750","DOIUrl":"https://doi.org/10.1177/23821205251329750","url":null,"abstract":"<p><strong>Objectives: </strong>Several stakeholders are formally recognised when designing undergraduate medical curricula, but past studies have failed to identify them with sufficient breadth, to explore their understanding of the system, or examine their views on curriculum composition. This qualitative study drew on elements of systems thinking to better understand the stakeholders in undergraduate medical education and their role and priorities in curriculum composition.</p><p><strong>Methods: </strong>This study employed an exploratory qualitative methodology. Participants were initially identified from the General Medical Council's list of stakeholders and were recruited using a combination of convenience, judgmental and snowball sampling. Data were collected through semistructured interviewing. Interviews were descriptively coded and then thematically analysed.</p><p><strong>Results: </strong>In total, 18 participants were interviewed about their perspectives on stakeholders, the purpose of the education, along with their ideal weightings for curriculum subjects. The findings suggested that the breadth of stakeholders exceeded the modest list provided by the General Medical Council. The purposes of the education were themed into: (1) safe patient care, (2) social benefit, (3) service provision, (4) student benefit and (5) provider benefit. Safe patient care emerged as a universally shared purpose, although views on the customer varied between participants. Curricula priorities were more diverse, with competing interests favouring different subjects for emphasis in the curriculum, with views on the value of scientific-learning particularly divided.</p><p><strong>Conclusion: </strong>Undergraduate medical education likely concerns a broader range of stakeholders than are often engaged. Several stakeholders are formally recognised when designing undergraduate medical curricula but past studies have failed to identify them with sufficient breadth, to explore their understanding of the system, or to examine their views on curriculum composition. This research raised questions about engagement of vital stakeholders and how power is distributed in the system, along with the need to develop roles into the future when renewing curricula.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251329750"},"PeriodicalIF":2.0,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065990/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144053820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiences of Health Professional Students Delivering a Community-Outreach TeleheAlth Program for COVID Education and Health Promotion to Older Adults.","authors":"Michelle C Yang, Gurkaran Singh, Cam Clayton, Devin Harris, Brodie M Sakakibara","doi":"10.1177/23821205251335723","DOIUrl":"https://doi.org/10.1177/23821205251335723","url":null,"abstract":"<p><strong>Objectives: </strong>To describe students' experiences as health coaches in a student-delivered Community Outreach teleheAlth program for COVID education and Health promotion (COACH).</p><p><strong>Methods: </strong>This qualitative description study collected data from student coaches (n = 19) who engaged in a 45-to-60-min semi-structured interview conducted via one-on-one on Zoom video-conferencing calls. Most (74%) student coaches were female with an average age of 25.6 years. Fifty-eight percent were from visible minority populations, and 42% administered COACH in suburban/rural areas. Coaches were located throughout British Columbia, Canada. Interview questions focused on students' experiences delivering COACH, their understanding of various health-related topics (eg, chronic care, virtual health, health promotion), and possible impacts on their beliefs and future practice. Interviews were transcribed verbatim and analyzed thematically. Findings were reported in accordance with the Standards for Reporting Qualitative Research guidelines.</p><p><strong>Results: </strong>Three themes emerged from our analysis, including: (1) knowledge and skill acquisition for professional development; (2) appreciating relationship-based client-centered care; and (3) developing clinical interests and gaining clinical experiences.</p><p><strong>Conclusion: </strong>COACH supported the development of knowledge, skill, and confidence in medical school students in areas of health promotion, virtual care, and chronic disease management. Emerging themes were found to be representative of the six domains of the Canadian Medical Education Directors for Specialists (CanMEDS) framework (Theme 1: scholar and health advocate; Theme 2: professional and collaborator; Theme 3: leader and communicator). (ClinicalTrials.gov ID: NCT04492527).</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251335723"},"PeriodicalIF":2.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062593/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144031786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What Do Medical Students Think About a Pass/Fail USMLE Step 1? A Survey of 18 Allopathic Schools.","authors":"Shankar S Thiru, Rachel E Cherelstein, Scott M Feeley, Scott J Halperin, Sarah Lucas, Christopher M Kuenze, Edward S Chang","doi":"10.1177/23821205251337125","DOIUrl":"https://doi.org/10.1177/23821205251337125","url":null,"abstract":"<p><strong>Purpose: </strong>The United States Medical Licensing Examination (USMLE) Step 1 exam changed from a 3-digit score format to pass/fail in 2022. The current study aimed to examine how medical students perceive this change, factors associated with those perceptions, and determine their preferred exam scoring format.</p><p><strong>Design and methods: </strong>A cross-sectional survey of US medical students was distributed from March through June 2024. The survey gathered data including demographic and school information, desired specialty, research involvement, and Step 1 scoring preference.</p><p><strong>Results: </strong>The survey was completed by 192 students from 18 different US allopathic schools. Of students surveyed, 65.5% preferred pass/fail scoring, while 34.5% preferred a 3-digit-score format. Older age increased likelihood of preferring a 3-digit score (β = 0.345, <i>P</i> = .047, odds ratio [OR] 1.41). A later graduation year decreased the likelihood of preferring a 3-digit score (β = -0.576, <i>P</i> = .020, OR 0.56). Gender (β = 0.293, <i>P</i> = .320, OR 1.34), specialty competitiveness (β = -0.095, <i>P</i> = .776, OR 1.10), and research productivity (β = 0.0047, <i>P</i> = .990, OR 1.00) had no significant effect on Step 1 scoring preference.</p><p><strong>Conclusion: </strong>Medical students seem to prefer a pass/fail Step 1 regardless of gender, desired specialty and research productivity. However, pass/fail preference differed by graduating class year and age, with younger class years and students preferring pass/fail. While prior literature largely surveyed preference among medical educators, student sentiment on Step 1 scoring supports recent changes to the USMLE Step score format.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251337125"},"PeriodicalIF":2.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062646/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144020553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Primary Care Senior Seminar: An Advanced Skills, Leadership, and Career Training Model.","authors":"Isabel Edge, Ilana Simon Greenberg, Jo Marie Reilly","doi":"10.1177/23821205251335995","DOIUrl":"https://doi.org/10.1177/23821205251335995","url":null,"abstract":"<p><strong>Background: </strong>The traditional medical school curriculum has offered few opportunities to enhance and support interest in primary care (PC), particularly for medical students who have completed their core clinical clerkships. The Primary Care Senior Seminar (PCSS) is a 4-week course at the Keck School of Medicine for post-clerkship medical students consisting of clinical and didactic experiences, leadership training, skills-based workshops, and exploration of community-based health resources. The PCSS curriculum teaches critical PC concepts and skills to further motivate and solidify student interest in PC careers. This study examines the impact of the PCSS on medical students' knowledge and confidence in foundational PC skills and their future residency plans.</p><p><strong>Methods: </strong>Thirty-six medical students enrolled in the PCSS completed a pre- and post-survey. Quantitative analysis was conducted in Qualtrics and Excel with significance at P < 0.05.</p><p><strong>Results: </strong>Students participating in the PCSS gained significant knowledge and skills in foundational PC areas including patient communication, healthcare systems, preventive medicine, chronic illness management, in-office procedures, quality improvement (QI), and leadership. Additionally, participation in the PCSS appeared to support and motivate students to pursue PC careers. At the end of the course, students who entered feeling confident they would pursue a PC career remained confident in their decision, and many students who were initially undecided became more committed to PC.</p><p><strong>Conclusions: </strong>The PCSS can serve as a replicable model for implementing a PC curriculum that will help medical schools train more highly skilled PC doctors and motivate undecided student to pursue PC careers.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251335995"},"PeriodicalIF":2.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062653/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Increasing Medical Students Clinical Training Capacity Through the Establishment of Dedicated, Academic Out-patients' Clinics. The Case of NAC-Neurology Academic Clinic in a Tertiary Medical Center.","authors":"Daniela Noa Zohar, Vered Robinzon, Roni Loebenstein, Yuval Levy, Shachar Shapira, Nicola Maggio, Gad Segal","doi":"10.1177/23821205251335134","DOIUrl":"https://doi.org/10.1177/23821205251335134","url":null,"abstract":"<p><strong>Objectives: </strong>A global shortage of healthcare professionals emphasizes the need for expanded clinical training capacity of medical students worldwide. Patient-centered clinical teaching, the pillar of clinical education, has become the main challenge for medical educators, in all clinical disciplines. The solution will, inevitably come, in three dimensions: elongation of learning hours throughout daytime and during evenings, extending from hospital-based education to community clinics and assimilating a larger volume of simulative training.</p><p><strong>Methods: </strong>The embodiment of two of three dimensions (extension along the day and to clinics-based teaching) is realized in our NAC-Neurology Academic Clinic: a teaching-centered complex of ambulatory neurology clinics, functioning within a tertiary medical center in the afternoon and evening hours.</p><p><strong>Results: </strong>Establishment of NAC enabled us to extend our patient-centered clinical teaching, during a 40-week teaching year, to: (A) a larger audience of medical students, with up to 320 students annually, experiencing high-quality, personalized teaching; (B) significantly shortening patients' waiting lists to highly demanded specialized neurologists with an average shortening of 90 days for the NAC patients; (C) enable our in-house physicians to become \"full timers\" on an educational basis with financial incentives, potentially increasing their yearly salaries by 14,000$, along with extended academic credits and considerable contribution to future generations.</p><p><strong>Conclusion: </strong>The NAC model, described in this article, is considered successful and is currently duplicated to other clinical disciplines including infectious diseases, gastroenterology, and psychiatry.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251335134"},"PeriodicalIF":2.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062585/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144001027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspectives on When to Schedule the EM Clerkship and Its Effect on Students in an Environment of Changing Curricula.","authors":"Matthew Van Ligten, Drew Barron Kraus, Douglas Rappaport, Lauren Querin, Wayne A Martini","doi":"10.1177/23821205251331272","DOIUrl":"https://doi.org/10.1177/23821205251331272","url":null,"abstract":"<p><strong>Purpose: </strong>This study investigates medical students' opinions on the optimal timing for taking the emergency medicine (EM) clerkship and its effects on preparedness for subsequent clerkships and the USMLE (United States Medical Licensing Examination) Step 2 examination.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted among third- and fourth-year students at the Mayo Clinic Alix School of Medicine. The survey collected opinions on the optimal timing for the EM clerkship and its impact on self-efficacy as well as perceived preparedness for future clerkships and the USMLE Step 2 examination.</p><p><strong>Results: </strong>Only 5% of third-year EM clerkship students felt they would have been more prepared in their fourth year. Conversely, 70% of fourth-year students believed they were more prepared than if they had taken it in their third year. Students were evenly split on if an earlier EM clerkship would have been helpful for subsequent clerkships. 88% of pre-USMLE Step 2 students found it helpful for Step 2, while 37% of post-USMLE Step 2 students felt it would have helped their preparedness. Additionally, 96% of students stated the EM clerkship increased their confidence in seeing patients. 43% of those who took the clerkship in their fourth year reported they would have considered EM as a specialty had they taken it earlier. Most students recommended taking the EM clerkship during the second 6 months of clerkships.</p><p><strong>Conclusion: </strong>There are mixed opinions among medical students regarding the helpfulness of taking the EM clerkship earlier for subsequent clerkships and USMLE Step 2 preparedness. However, the majority recommend taking the EM clerkship earlier. A significant proportion of participants would have considered EM as a specialty if they had taken the clerkship earlier. Furthermore, 96% reported increased self-efficacy. Therefore, encouraging students to take the EM clerkship earlier may increase self-confidence and allow for earlier career exploration.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"12 ","pages":"23821205251331272"},"PeriodicalIF":2.0,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12059420/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144049501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}