Improving Medical Students' Skills to Address Social Determinants of Health during the Internal Medicine Clerkship

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.

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Accelerating the Implementation of Social Determinants of Health Interventions in Internal Medicine

Journal of General Internal Medicine ◽

10.1007/s11606-017-4230-8 ◽

2017 ◽

Vol 33 (2) ◽

pp. 223-225 ◽

Cited By ~ 8

Author(s):

Elena Byhoff ◽

Karen M. Freund ◽

Arvin Garg

Keyword(s):

Internal Medicine ◽

Social Determinants Of Health ◽

Social Determinants ◽

Health Interventions ◽

Determinants Of Health

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

Journal of Hospital Medicine ◽

10.1002/jhm.2126 ◽

2014 ◽

Vol 9 (3) ◽

pp. 189-192 ◽

Cited By ~ 50

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

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

10.21203/rs.3.rs-44283/v1 ◽

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.

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Social Determinants of Health Curriculum Integrated Into a Core Emergency Medicine Clerkship

MedEdPORTAL ◽

10.15766/mep_2374-8265.10789 ◽

2019 ◽

Vol 15 (1) ◽

Cited By ~ 6

Author(s):

Shannon E. Moffett ◽

Hosseinali Shahidi ◽

Harsh Sule ◽

Sangeeta Lamba

Keyword(s):

Emergency Medicine ◽

Social Determinants Of Health ◽

Social Determinants ◽

Determinants Of Health ◽

Medicine Clerkship ◽

Health Curriculum

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Endocrinology in the Time of Coronavirus: A Virtual Endocrinology Elective for Medical Students

Journal of the Endocrine Society ◽

10.1210/jendso/bvab048.694 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

pp. A340-A341

Author(s):

Meaghan C Moxley ◽

Elizabeth Lamos ◽

Rana Malek

Keyword(s):

Medical Students ◽

Patient Care ◽

Student Satisfaction ◽

Social Determinants Of Health ◽

Social Determinants ◽

Diabetes Care ◽

Core Competencies ◽

Determinants Of Health ◽

The Impact

Abstract Introduction: During the COVID-19 pandemic, the Association of American Medical Colleges recommended that medical students halt in-person learning. Our institution created a competency based virtual endocrinology elective to provide continued clinical experience with a focus on type 2 diabetes (T2DM) and health equity in diabetes care. Methods: A 4-week virtual endocrinology elective alternated between different mini-rotations to maximize exposure to inpatient and outpatient endocrine care, as well as self-directed and faculty/fellow directed educational experiences. Post-elective surveys assessed student satisfaction with elective components and change in comfort levels with T2DM management and social determinants of health (SDH) on diabetes care. Results: Overall, 87% (n=13) of students were “extremely satisfied” with the elective. Increased comfort was seen with management of type 2 DM and the impact of SDH on DM care (DM 88% neutral/uncomfortable to 94% comfortable, SDH 50% neutral/uncomfortable to 94% comfortable). Students were satisfied with the quality of patient care and requested opportunities for more direct involvement. Conclusions: This virtual endocrine elective shows that curricula can be creatively designed to educate students in endocrinology, assess students across core competencies, and demonstrate impacts of telehealth and social determinants of health on endocrine and patient care.

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