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, Natalie Davis, Dara Farber, Norman Retener, 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> < 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, Natalie Davis, Dara Farber, Norman Retener, 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> < 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}
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.
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.