为四年级医学生准备的内科住院医师预备课程。

IF 1.4 Q4 MEDICINE, RESEARCH & EXPERIMENTAL
Clinical Teacher Pub Date : 2023-12-04 DOI:10.1111/tct.13703
Katelyn Donohue, Natalie Davis, Dara Farber, Norman Retener, Philip Dittmar
{"title":"为四年级医学生准备的内科住院医师预备课程。","authors":"Katelyn Donohue,&nbsp;Natalie Davis,&nbsp;Dara Farber,&nbsp;Norman Retener,&nbsp;Philip Dittmar","doi":"10.1111/tct.13703","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Intern preparation courses are often broad in scope; there are few published specialty-specific programs outside of General Surgery and Obstetrics. We designed an internal medicine (IM) residency preparatory course at the University of Maryland School of Medicine, which aimed to prepare graduating medical students for the rigours of IM residency training, mapped to Entrustable Professional Activities (EPAs).</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Fourteen fourth-year medical students who were matriculating into IM residency programs enrolled in a 4-week long residency preparation course. The course was designed to teach skills using case-based learning modules, specialty topic seminars, simulation laboratories, procedure laboratories and clinical practice. Participants were surveyed before and after the course on their perceived knowledge and ability with the skills tested.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>With the exception of ‘giving signout to a colleague’, there was a significant difference in the participant's perceived ability for each skill taught within the course (<i>P</i> &lt; 0.03 for each), with mean pre-course scores of 1.4–3.7 (<i>SD</i> = 0.5–1.2) and mean post-course scores of 3.2–4.2 (<i>SD</i> = 0.5–1.3). A second survey on course evaluation and perceived impact, completed 3 months after starting intern year, resulted in all respondents reporting that the information learned during the course had directly affected their care of patients on a daily or weekly basis. The modified Ottawa scale was the primary assessment means for the EPAs, with participants approaching entrustment at the conclusion of the course.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Implementation of an IM-specific residency preparation course is a useful adjunct in the fourth year of medical school.</p>\n </section>\n </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"21 2","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"An internal medicine residency preparatory curriculum for fourth-year medical students\",\"authors\":\"Katelyn Donohue,&nbsp;Natalie Davis,&nbsp;Dara Farber,&nbsp;Norman Retener,&nbsp;Philip Dittmar\",\"doi\":\"10.1111/tct.13703\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Intern preparation courses are often broad in scope; there are few published specialty-specific programs outside of General Surgery and Obstetrics. We designed an internal medicine (IM) residency preparatory course at the University of Maryland School of Medicine, which aimed to prepare graduating medical students for the rigours of IM residency training, mapped to Entrustable Professional Activities (EPAs).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>Fourteen fourth-year medical students who were matriculating into IM residency programs enrolled in a 4-week long residency preparation course. The course was designed to teach skills using case-based learning modules, specialty topic seminars, simulation laboratories, procedure laboratories and clinical practice. Participants were surveyed before and after the course on their perceived knowledge and ability with the skills tested.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>With the exception of ‘giving signout to a colleague’, there was a significant difference in the participant's perceived ability for each skill taught within the course (<i>P</i> &lt; 0.03 for each), with mean pre-course scores of 1.4–3.7 (<i>SD</i> = 0.5–1.2) and mean post-course scores of 3.2–4.2 (<i>SD</i> = 0.5–1.3). A second survey on course evaluation and perceived impact, completed 3 months after starting intern year, resulted in all respondents reporting that the information learned during the course had directly affected their care of patients on a daily or weekly basis. The modified Ottawa scale was the primary assessment means for the EPAs, with participants approaching entrustment at the conclusion of the course.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>Implementation of an IM-specific residency preparation course is a useful adjunct in the fourth year of medical school.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47324,\"journal\":{\"name\":\"Clinical Teacher\",\"volume\":\"21 2\",\"pages\":\"\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2023-12-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Teacher\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/tct.13703\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"MEDICINE, RESEARCH & EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Teacher","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/tct.13703","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"MEDICINE, RESEARCH & EXPERIMENTAL","Score":null,"Total":0}
引用次数: 0

摘要

背景:实习准备课程的范围通常很广;在普通外科和产科之外,很少有出版的专科课程。我们在马里兰大学医学院设计了一门内科(IM)住院医师预备课程,旨在为即将毕业的医学生准备严格的内科住院医师培训,并将其映射到可信赖的专业活动(EPAs)中。方法:14名即将进入IM住院医师项目的四年级医学生参加了为期4周的住院医师准备课程。本课程旨在通过案例学习模块、专题研讨会、模拟实验室、程序实验室和临床实践来教授技能。在课程前后,研究人员对参与者的认知知识和能力进行了调查。结果:除了“给同事签到”外,参与者对课程中教授的每种技能的感知能力存在显着差异(P结论:实施针对医学专业的住院医师准备课程是医学院第四年有用的辅助课程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An internal medicine residency preparatory curriculum for fourth-year medical students

Background

Intern preparation courses are often broad in scope; there are few published specialty-specific programs outside of General Surgery and Obstetrics. We designed an internal medicine (IM) residency preparatory course at the University of Maryland School of Medicine, which aimed to prepare graduating medical students for the rigours of IM residency training, mapped to Entrustable Professional Activities (EPAs).

Methods

Fourteen fourth-year medical students who were matriculating into IM residency programs enrolled in a 4-week long residency preparation course. The course was designed to teach skills using case-based learning modules, specialty topic seminars, simulation laboratories, procedure laboratories and clinical practice. Participants were surveyed before and after the course on their perceived knowledge and ability with the skills tested.

Results

With the exception of ‘giving signout to a colleague’, there was a significant difference in the participant's perceived ability for each skill taught within the course (P < 0.03 for each), with mean pre-course scores of 1.4–3.7 (SD = 0.5–1.2) and mean post-course scores of 3.2–4.2 (SD = 0.5–1.3). A second survey on course evaluation and perceived impact, completed 3 months after starting intern year, resulted in all respondents reporting that the information learned during the course had directly affected their care of patients on a daily or weekly basis. The modified Ottawa scale was the primary assessment means for the EPAs, with participants approaching entrustment at the conclusion of the course.

Conclusions

Implementation of an IM-specific residency preparation course is a useful adjunct in the fourth year of medical school.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Clinical Teacher
Clinical Teacher MEDICINE, RESEARCH & EXPERIMENTAL-
CiteScore
2.90
自引率
5.60%
发文量
113
期刊介绍: The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信