scholarly journals Group versus modified individual standard-setting on multiple-choice questions with the Angoff method for fourth-year medical students in the internal medicine clerkship

2013 ◽  
pp. 195 ◽  
Author(s):  
Kittisak Sawanyawisuth ◽  
Senthong ◽  
Chindaprasirt ◽  
Aekphachaisawat ◽  
Chaowattanapanit ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Multiple Choice ◽  
Group Versus ◽  
Standard Setting ◽  
Multiple Choice Questions ◽  
Medicine Clerkship ◽  
Angoff Method ◽  
Internal Medicine Clerkship ◽  
Fourth Year Medical Students

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 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.

scholarly journals Internal Medicine Enrichment and Development: A summer exploration program for pre-clerkship students

2020 ◽  
Author(s):  
Alexandra Kobza ◽  
Kaitlin Endres ◽  
Shaima Kaka ◽  
Katina Zheng ◽  
Sarah Elias ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Training Program ◽  
Career Decisions ◽  
Residency Training Program ◽  
Internal Medicine Ward ◽  
Medicine Clerkship ◽  
General Internal ◽  
Internal Medicine Clerkship ◽  
Clerkship Rotation

Medical students often have difficulty selecting a residency training program. The internal medicine clerkship rotation occurs primarily on the general internal medicine ward, making it difficult for students to experience the breadth of IM subspecialties prior to making career decisions. Herein, we describe a two-week student-led program (IMED: Internal Medicine Enrichment and Development) designed to give interested pre-clerkship students an overview of the internal medicine subspecialties in order to broaden their understanding of the opportunities within the field. We believe that medical students across the country would benefit from such exposure in order to make more informed decisions about residency.

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

2020 ◽  
Vol 31 (4S) ◽  
pp. 286-305
Author(s):  
Masis Parunyan ◽  
Leah Hollander ◽  
Haeyeon Hong ◽  
Daniel Sylvester ◽  
Janhavee Desphande ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Medical Students ◽  
Social Determinants Of Health ◽  
Social Determinants ◽  
Determinants Of Health ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship

scholarly journals Performance of the Ebel standard-setting method for the spring 2019 Royal College of Physicians and Surgeons of Canada internal medicine certification examination consisting of multiple-choice questions

2020 ◽  
Vol 17 ◽  
pp. 12
Author(s):  
Jimmy Bourque ◽  
Haley Skinner ◽  
Jonathan Dupré ◽  
Maria Bacchus ◽  
Martha Ainslie ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Royal College ◽  
Multiple Choice ◽  
Standard Setting ◽  
Rater Agreement ◽  
Multiple Choice Questions ◽  
Certification Examination ◽  
Certification Exam ◽  
The Impact ◽  
Pearson Correlations

Purpose: This study aimed to assess the performance of the Ebel standard-setting method for the spring 2019 Royal College of Physicians and Surgeons of Canada internal medicine certification examination consisting of multiple-choice questions. Specifically, the following parameters were evaluated: inter-rater agreement, the correlations between Ebel scores and item facility indices, the impact of raters’ knowledge of correct answers on the Ebel score, and the effects of raters’ specialty on inter-rater agreement and Ebel scores.Methods: Data were drawn from a Royal College of Physicians and Surgeons of Canada certification exam. The Ebel method was applied to 203 multiple-choice questions by 49 raters. Facility indices came from 194 candidates. We computed the Fleiss kappa and the Pearson correlations between Ebel scores and item facility indices. We investigated differences in the Ebel score according to whether correct answers were provided or not and differences between internists and other specialists using the t-test.Results: The Fleiss kappa was below 0.15 for both facility and relevance. The correlation between Ebel scores and facility indices was low when correct answers were provided and negligible when they were not. The Ebel score was the same whether the correct answers were provided or not. Inter-rater agreement and Ebel scores were not significantly different between internists and other specialists.Conclusion: Inter-rater agreement and correlations between item Ebel scores and facility indices were consistently low; furthermore, raters’ knowledge of the correct answers and raters’ specialty had no effect on Ebel scores in the present setting.

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