scholarly journals Student Perception of Case-based Teaching by Near-Peers and Faculty during the Internal Medicine Clerkship: A Noninferiority Study

2021 ◽  
Vol 8 ◽  
pp. 238212052110207
Author(s):  
Syed E Ahmad ◽  
Gino A Farina ◽  
Alice Fornari ◽  
Ruth Ellen Pearlman ◽  
Karen Friedman ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Teaching Effectiveness ◽  
Teaching Performance ◽  
Performance Score ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship ◽  
Fourth Year Medical Students ◽  
Peer Teachers ◽  
Faculty Teachers

Introduction: Third-year medical students traditionally receive their didactic or small group teaching sessions from clinical faculty during clerkship rotations. Near-peer teaching is increasingly recognized as an acceptable method for teaching, however most near-peer teaching takes place during the pre-clinical curriculum. We sought to determine if fourth year medical students were noninferior to faculty in facilitating small group discussions during clerkship rotations. Methods: Seventy-five third-year medical students participated in a small group session focused on rheumatologic diseases during their internal medicine clerkship rotation. Students were taught by fourth-year medical students who self-selected to participate as near-peer teachers at 1 clinical site (near-peers, N = 36) and by clinical faculty at another site (N = 39). At the end of the session, third-year medical students completed a survey evaluating teacher performance and effectiveness. Results: There was no significant difference between the 2 groups on each of the 17 survey items assessing teacher performance, the total teaching performance score, and the teaching effectiveness rating (all P-values >.05). A mean between-group difference of 2% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the total teaching performance score. An absolute difference of 14% in favor of the near-peers indicated noninferiority of the near-peer teachers compared with faculty teachers on the teaching effectiveness score. Near-peer teachers reported several benefits, including improving their own medical knowledge and skills as a future educator. Discussion: Our data supports the noninferiority of the perceived performance and effectiveness of near-peer teachers compared to faculty teachers in the clerkship setting. Adding near-peer teachers to the clerkship setting is feasible and can be beneficial to all stakeholders.

The Effect of Resident Duty-Hours Restrictions on Internal Medicine Clerkship Experiences: Surveys of Medical Students and Clerkship Directors

2015 ◽  
Vol 27 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Jennifer R. Kogan ◽  
Jennifer Lapin ◽  
Eva Aagaard ◽  
Christy Boscardin ◽  
Meenakshy K. Aiyer ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Medicine Clerkship ◽  
Duty Hours ◽  
Internal Medicine Clerkship ◽  
Resident Duty

Medical Students’ Professionalism Narratives Reveal That Experiences With Death, Dying, or Palliative Care Are More Positive Than Other Experiences During Their Internal Medicine Clerkship

2016 ◽  
Vol 34 (1) ◽  
pp. 79-84 ◽  
Author(s):  
Larry D. Cripe ◽  
David G. Hedrick ◽  
Kevin L. Rand ◽  
Debra Burns ◽  
Daniella Banno ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Palliative Care ◽  
Medical Students ◽  
Educational Strategies ◽  
Barriers To Learning ◽  
Medicine Clerkship ◽  
Student Preparedness ◽  
Internal Medicine Clerkship ◽  
The Common ◽  
And Control

Purpose: More physicians need to acquire the skills of primary palliative care. Medical students’ clerkship experiences with death, dying, and palliative care (DDPC), however, may create barriers to learning such skills during residency. Whether professional development is differentially affected by DDPC is unknown. This knowledge gap potentially hinders the development of educational strategies to optimize students’ preparedness for primary palliative care. Method: Third-year students submitted professionalism narratives (N = 4062) during their internal medicine clerkship between 2004 and 2011. We identified DDPC-related narratives and then randomly selected control narratives. Narratives were compared by valence (positive or negative) and professionalism-related themes. Results and Conclusion: Less than 10% of the narratives were related to DDPC, but the majority was positive. There was a significant overlap in professionalism themes between DDPC and control narratives. The results suggest student preparedness for primary palliative care may be improved by addressing the common professionalism challenges of clinical clerkships.

Interprofessional simulation training improves knowledge and teamwork in nursing and medical students during internal medicine clerkship

2014 ◽  
Vol 9 (3) ◽  
pp. 189-192 ◽  
Author(s):  
Nancy M. Tofil ◽  
Jason L. Morris ◽  
Dawn Taylor Peterson ◽  
Penni Watts ◽  
Chad Epps ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Simulation Training ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship

scholarly journals Multiple Medical Students on a Clerkship Team: Do They Affect Each Others’ Grades?

2020 ◽  
Author(s):  
Krishan K. Sharma ◽  
Yuchiao Chang ◽  
Eli Michael Miloslavsky
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Student Performance ◽  
Student Perceptions ◽  
Response Rate ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship ◽  
Student Grades ◽  
Attending Physicians ◽  
The Impact

Abstract Background Medical students are often paired together on clinical teams during their clerkships, but the effect of this practice on student performance is unknown. The primary objectives of this study were (1) to retrospectively assess whether students paired together on a medical team during their Internal Medicine sub-internship affected each other’s grade and (2) to survey medical students’ perceptions on the impact of pairing on their evaluations. Methods We examined clerkship grades of 186 student-pairs at 3 sub-internship hospital sites of Harvard Medical School from 2013-2017. To evaluate student perceptions we administered a survey to the graduating class of 2018. Results There was no significant deviation between the expected and observed distribution of student grades (p=0.39) among 186 student pairs, suggesting that pairing had no meaningful effect on the sub-internship grade. We also saw no effect when controlling for prior internal medicine clerkship performance (p=0.53). We then surveyed students in the 2018 graduating class assessing student perceptions on pairing. Of the 99 respondents (59% response rate), 90% and 87% of respondents felt that being paired affected their evaluations by resident and attending physicians, respectively. Conclusions Our analysis suggests that paired medical students do not meaningfully affect each others’ grades, despite the majority of surveyed students believing that being paired affects their evaluations. Awareness of student perceptions regarding pairing can inform clerkship structure and be utilized to address student concerns.

The Internal Medicine Clerkship in the Clinical Education of Medical Students

2003 ◽  
Vol 115 (5) ◽  
pp. 423-427 ◽  
Author(s):  
Paul A Hemmer ◽  
Charles Griffith ◽  
D.Michael Elnicki ◽  
Mark Fagan
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Clinical Education ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship

scholarly journals Assessing medical students’ competence in calculating drug doses

Pythagoras ◽  
2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Catherine Harries ◽  
Julia Botha
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Educational Interventions ◽  
Emergency Setting ◽  
Self Assessment ◽  
The Third ◽  
Before And After ◽  
Fourth Year Medical Students ◽  
Drug Doses ◽  
Small Group Tutorial

Evidence suggests that healthcare professionals are not optimally able to calculate medicine doses and various strategies have been employed to improve these skills. In this study, the performance of third and fourth year medical students was assessed and the success of various educational interventions investigated. Students were given four types of dosing calculations typical of those required in an emergency setting. Full competence (at the 100% level) was defined as correctly answering all four categories of calculation at any one time. Three categories correct meant competence at the 75% level. Interventions comprised an assignment with a model answer for self-assessment in the third year and a small group tutorial in the fourth year. The small groups provided opportunities for peer-assisted learning. A subgroup of 23 students received individual tuition from the lecturer prior to the start of the fourth year. Amongst the 364 eligible students, full competence rose from 23% at the beginning of the third year to 66% by the end of the fourth year. More students succeeded during the fourth than the third year of study. Success of small group tuition was assessed in a sample of 200 students who had formal assessments both before and after the fourth year tuition. Competence at the 75% level improved by 10% in attendees and decreased by 3% in non-attendees, providing evidence of the value of students receiving assistance from more able same-language peers. Good results were achieved with one-on-one tuition where individualised assistance allowed even struggling students to improve.

scholarly journals Validity, reliability and feasibility of assessment of cilinical reasoning of medical students by observation versus post encounter assessment in a clinical practice setting.

2020 ◽  
Author(s):  
Catharina Maria Haring ◽  
Claudia Klaarwater ◽  
Geert Bouwmans ◽  
Bernadette Cools ◽  
Petra van Gurp ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Clinical Reasoning ◽  
Intraclass Correlation ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship ◽  
Rating Form ◽  
Clinical Practice Setting ◽  
Generalizability Study ◽  
Clinical Reasoning Skills

Abstract Background The assessment of clinical reasoning by medical students in clinical practice is very difficult. Partly this is because the fundamental mechanisms of clinical reasoning are difficult to uncover and when known, hard to observe and interpret. Methods We developed an observation tool to assess the clinical reasoning ability of medical students during clinical practice. The observation tool consists of an 11-item observation rating form. The validity, reliability and feasibility of this tool were verified among medical students during the internal medicine clerkship and compared to an existing post-encounter rating tool. Results Six raters assessed each, the same 15 student-patient encounters. The internal consistency (Cronbach’s alfa) for the observation rating tool (ORT) was 0.87 (0.71-0.84) and the 5-item post encounter rating tool (PERT) was 0.81 (0.71-0.87). The intraclass-correlation coefficient for single measurements was poor for both the ORT; 0.32 (p<0.001) as well as the PERT; 0.36 (p<0.001). The generalizability study (G-study) and decision study (D-study) showed that 6 raters are required to achieve a G-coefficient of > 0.7 for the ORT and 7 raters for the PERT. The largest sources of variance are the interaction between raters and students. There was a correlation between the ORT and PERT of 0.53 (p=0.04) Conclusions The ORT and PERT are both feasible, valid and reliable instruments to assess students’ clinical reasoning skills in clinical practice.

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