scholarly journals Design and Implementation of a Competency-Based Family Medicine Clerkship Curriculum

2019 ◽  
Vol 51 (3) ◽  
pp. 234-240 ◽  
Author(s):  
Benjamin Schneider ◽  
Frances E. Biagioli ◽  
Ryan Palmer ◽  
Peggy O'Neill ◽  
Sean C. Robinson ◽  
...  
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Student Perceptions ◽  
Care Transitions ◽  
Medical Decision ◽  
Clinical Experiences ◽  
Medicine Clerkship ◽  
Educational Value ◽  
Specific Teaching ◽  
Competency Based

Background and Objectives: Competency-based medical education (CBME) has been incorporated into graduate medical education accreditation and is being introduced in undergraduate medical education. Family medicine (FM) faculty at one institution developed a CBME FM clerkship to intentionally maintain the integrity of FM specialty-specific teaching during their institutional CBME curricular revision. Methods: From the five FM domains (Access to Care, Continuity of Care, Comprehensive Care, Coordination of Care, and Contextual Care), 10 competencies and 23 FM educational activities (EAs) were defined. The set of EAs encompasses the wide scope of care available to FM clerkship students. Students complete four required EAs (preventive care, care transitions, chronic disease management, and acute care) and select four additional EAs matching their interests. EA selection frequency and course evaluations were assessed for the first cohort of learners (N=156; February 2016-July 2017). Results: The most frequently selected EAs were: information coordination, procedures, and care of the family. The least selected were: patient e-communication, end-of-life care, and shared medical decision making. Student perceptions of the experience were strong prior to and after implementation. Conclusions: Having both required and selective EAs ensures a robust FM experience tailored to students’ interests. The FM CBME curriculum allowed comparable clinical experiences despite variations in clinical sites and preceptor scope. Because of its breadth, FM is uniquely suited to address multiple competencies; this demonstrates the educational value of required FM clerkships to institutional leaders interested in implementing CBME curriculum. The CBME framework can provide a structure for more intentional student-clinic assignments based on EAs available at specific sites.

Competency-Based Medical Education in Radiology: A Survey of Medical Student Perceptions

2020 ◽  
pp. 084653711989366
Author(s):  
Joseph Yang ◽  
Danny Jomaa ◽  
Omar Islam ◽  
Benedetto Mussari ◽  
Corinne Laverty ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Student Perceptions ◽  
Diagnostic Radiology ◽  
Competency Based Medical Education ◽  
Residency Programs ◽  
Radiology Residency ◽  
Competency Based ◽  
Almost All

Purpose: Implementing competency-based medical education in diagnostic radiology residencies will change the paradigm of learning and assessment for residents. The objective of this study is to evaluate medical student perceptions of competency-based medical education in diagnostic radiology programs and how this may affect their decision to pursue a career in diagnostic radiology. Methods: First-, second-, and third-year medical students at a Canadian university were invited to complete a 14-question survey containing a mix of multiple choice, yes/no, Likert scale, and open-ended questions. This aimed to collect information on students’ understanding and perceptions of competency-based medical education and how the transition to competency-based medical education would factor into their decision to enter a career in diagnostic radiology. Results: The survey was distributed to 300 medical students and received 63 responses (21%). Thirty-seven percent of students had an interest in pursuing diagnostic radiology that ranged from interested to committed and 46% reported an understanding of competency-based medical education and its learning approach. The implementation of competency-based medical education in diagnostic radiology programs was reported to be a positive factor by 70% of students and almost all reported that breaking down residency into measurable milestones and required case exposure was beneficial. Conclusions: This study demonstrates that medical students perceive competency-based medical education to be a beneficial change to diagnostic radiology residency programs. The changes accompanying the transition to competency-based medical education were favored by students and factored into their residency decision-making.

scholarly journals Student Race and Gender and Patient Encounters in a Family Medicine Clerkship

2019 ◽  
Vol 51 (1) ◽  
pp. 14-21
Author(s):  
Joseph Hobbs ◽  
David L. Kriegel ◽  
Ashley Saucier ◽  
Denise M. Hodo ◽  
Stephen W. Looney
Keyword(s):  
Family Medicine ◽  
Clinical Teaching ◽  
Clinical Experiences ◽  
Medicine Clerkship ◽  
Race And Gender ◽  
Patient Demographics ◽  
Network Methods ◽  
Geographically Distributed ◽  
And Gender ◽  
Gender Specific

Background and Objectives: The purpose of this study was to determine the association of students’ race and gender with the race, gender, age, patient numbers, and problems encountered during a third-year family medicine clerkship across a geographically distributed clinical teaching network. Methods: Student patient experience logbook data from two separate but adjacent 3-year periods were analyzed. Mixed-effects regression models and generalized linear mixed models were used to determine the relationship between student race and gender on number and demographics of patients encountered and odds of encountering required conditions and gender-specific conditions at least once during the clerkship. Results: A total of 458 students documented 66,752 encounters during academic years 2008 through 2010, and 498 students documented 70,213 encounters during academic years 2011 through 2013. The first cohort averaged 145.8 (SD 24.0) encounters per student and the second cohort averaged 141.1 (SD 19.5) encounters per student. Females had more encounters during the first period, but no difference in the second. There was no difference in average encounters between white and nonwhite students during the first period, but during the second, nonwhite students had more encounters. A few differences were found in odds of encountering required conditions or gender-specific conditions, but none were consistent across time. Conclusions: Family medicine clerkship students in this geographically distributed network did not experience significant differences in patient demographics, conditions, or gender-specific diseases, based on their gender or race. The teaching sites in the study were monitored continuously to ensure consistent clinical experiences in volume and scope.

scholarly journals Building a Successful, Socially-Distanced Family Medicine Clerkship in the COVID Crisis

PRiMER ◽  
2020 ◽  
Vol 4 ◽  
Author(s):  
John R. Hayes ◽  
Bryan Johnston ◽  
Rebecca Lundh
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Family Medicine ◽  
The United States ◽  
Learning Objectives ◽  
Direct Patient Care ◽  
Clinical Environment ◽  
Clinical Instruction ◽  
Medicine Clerkship ◽  
Illness Script

Introduction: In the wake of the COVID-19 pandemic, many family medicine clerkships across the United States are scrambling to provide meaningful medical education in a new clinical environment. Most medical schools have paused or severely limited the direct patient care that has been the core educational requirement of the clinical clerkships. The aim of this study was to develop and evaluate a curricular model that meets the family medicine clerkship learning objectives via telemedicine clinical instruction. Methods: We created a clerkship where all clinical encounters took place by phone or video visits. Students were required to have telemedicine encounters with at least 20 patients over a 4-week clerkship. We also created a telemedicine illness script-writing assignment to prepare students and faculty for these encounters. We evaluated our curriculum by surveying participating students and faculty members.   Results: Student surveys revealed that all learning objectives were met during the telemedicine clerkship experience. Students felt they made a difference during the COVID-19 pandemic. Faculty felt that the medical students were helpful and that they were able to provide meaningful clinical instruction. Conclusion: Our study reveals that a family medicine clerkship can be successfully delivered using telemedicine and remote learning techniques. Senior medical students are a valuable resource and can have a meaningful clinical impact while learning more about family medicine. If social distancing precautions continue, this model can be used by other clerkships to continue medical education and provide medical care. 

scholarly journals Opioid Overdose Prevention in Family Medicine Clerkships:

2018 ◽  
Vol 50 (9) ◽  
pp. 698-701 ◽  
Author(s):  
Laura Gano ◽  
Scott E. Renshaw ◽  
Ruben H. Hernandez ◽  
Peter F. Cronholm
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Online Education ◽  
Primary Care Providers ◽  
Prescribing Patterns ◽  
Opioid Overdose ◽  
Care Providers ◽  
Medicine Clerkship ◽  
Overdose Prevention ◽  
Prevention Education

Background and Objectives: The national opioid crisis requires medical education to develop a proactive response centering on prevention and treatment. Primary care providers (PCPs)—many of whom are family medicine physicians—commonly treat patients on opiates, and write nearly 50% of opioid prescriptions. Despite linkages between PCP opioid prescribing patterns and the associated potential for overdose, little is known about how family medicine clerkship students are trained to prevent opioid overdose, including training on the use of naloxone. This study describes the presence of opioid overdose education at the national level and barriers to inclusion. It also discusses implementation strategies along with instructional methodology and learner evaluation. Methods: Data were collected as part of a cross-sectional survey administered electronically by the Council of Academic Family Medicine Educational Research Alliance to 139 family medicine clerkship directors. Results: A total of 99 clerkship directors (71.2% response rate) responded to the survey. A large majority (86.4%) agreed that it is important to offer opioid overdose prevention education in the clerkship, yet only 25.8% include this topic. Of these, only 50.0% address naloxone use. The most common barriers to including opioid overdose prevention education were prioritization of educational topics (82.1%) followed by lack of available faculty with sufficient experience/expertise (67.7%). Conclusions: Findings point to a disparity between perceived importance of opioid overdose prevention education and inclusion of this topic in family medicine clerkship-level medical education. Innovative use of online education and partnering with community resources may address barriers related to curricular prioritization while supporting interprofessional education principles.

scholarly journals Evaluation of a Quality Improvement Experience for Family Medicine Clerkship Students

2021 ◽  
Vol 53 (10) ◽  
pp. 882-885
Author(s):  
Geoffrey Mills ◽  
Samantha Kelly ◽  
Denine R. Crittendon ◽  
Amy Cunningham ◽  
Christine Arenson
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Family Medicine ◽  
Postgraduate Medical Education ◽  
Group Discussion ◽  
School Curriculum ◽  
Self Directed Learning ◽  
Medicine Clerkship ◽  
Novel Approach ◽  
Directed Learning

Background and Objectives: There is emphasis on systems-based practice competencies and quality improvement (QI) training in postgraduate medical education. However, we lack effective approaches to provide experiences in these areas during undergraduate medical education. To address this, we developed a novel approach to providing didactic and experiential learning experiences in QI during a third-year family medicine clerkship. Methods: We implemented and evaluated a QI curriculum combining self-directed learning with real-world experience to increase knowledge and confidence in the plan-do-study-act (PDSA) process for family medicine clerkship students. Students collaborated and presented their change ideas in a “Shark Tank” format for practice leaders at the end of their rotation. We used pre- and postcurriculum surveys to assess knowledge of and comfort with completing QI projects. Results: Three hundred eighty-nine students completed precurriculum surveys and 242 completed postcurriculum surveys. Pre- and postlearning evaluations revealed an increase in agreement or strong agreement with self-reported understanding of specific QI topic areas of 50%. Almost all (91.3%) reported feeling confident or reasonably confident in their ability to create change in health care after exposure to the curriculum, compared with 66.3% in the precurriculum survey. One-third of students (34%) reported intent to complete the Institute for Healthcare Improvement Open School curriculum in QI. Conclusions: Self-directed learning about QI, combined with practice observation, small-group discussion and presentation in a Shark Tank format was effective and engaging for learners. Students had limited preexisting knowledge of QI principles, suggesting a need for preclinical exposure to this topic. The family medicine clerkship provides an ideal environment for teaching QI.

scholarly journals Monitoring studentsʼ clinical experiences during a third-year family medicine clerkship

1996 ◽  
Vol 71 (4) ◽  
pp. 387-9 ◽  
Author(s):  
V Kowlowitz ◽  
L M Slatt ◽  
D O Kollisch ◽  
G Strayhorn
Keyword(s):  
Family Medicine ◽  
Clinical Experiences ◽  
Medicine Clerkship

scholarly journals Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching

2019 ◽  
Vol 17 (1) ◽  
pp. 107
Author(s):  
Hsing-Chen Yang
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Assessment Tool ◽  
Assessment Tools ◽  
Learning Goals ◽  
Case Study Methodology ◽  
Teaching Activities ◽  
Specific Teaching ◽  
Competency Based ◽  
Gender Knowledge

How, apart from by conveying professional knowledge, can university medical education nurture and improve the gender competency of medical students and thereby create an LGBT+ friendly healthcare environment? This study explored the use of game-based teaching activities in competency-based teaching from the perspective of competency-based medical education (CBME) and employed a qualitative case-study methodology. We designed an LGBT+ Health and Medical Care course in a medical school. Feedback was collected from two teachers and 19 medical students using in-depth interviews and thematic analysis was used to analyze the collected data. The findings of this study were as follows: (1) Games encouraged student participation and benefited gender knowledge transmission and transformation through competency learning, and (2) games embodied the idea of assessment as learning. The enjoyable feeling of pressure from playing games motivated students to learn. Using games as both a teaching activity and an assessment tool provided the assessment and instant feedback required in the CBME learning process. Game-based teaching successfully guided medical students to learn about gender and achieve the learning goals of integrating knowledge, attitudes, and skills. To fully implement CBME using games as teaching methods, teaching activities, learning tasks, and assessment tools, teachers must improve their teaching competency. This study revealed that leading discussions and designing curricula are key in the implementation of gender competency-based education; in particular, the ability to lead discussions is the core factor. Game-based gender competency education for medical students can be facilitated with discussions that reinforce learning outcomes to achieve the objectives of gender equality education and LGBT+ friendly healthcare. The results of this study indicated that game-based CBME with specific teaching strategies was an effective method of nurturing the gender competency of medical students. The consequent integration of gender competency into medical education could achieve the goal of LGBT+ friendly healthcare.

scholarly journals The Impact of a National Competency-Based Medical Education Initiative in Family Medicine

2018 ◽  
Vol 93 (12) ◽  
pp. 1850-1857 ◽  
Author(s):  
Rachel H. Ellaway ◽  
Maria Palacios Mackay ◽  
Sonya Lee ◽  
Marianna Hofmeister ◽  
Greg Malin ◽  
...  
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Competency Based Medical Education ◽  
Competency Based ◽  
The Impact ◽  
Education Initiative
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