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

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.

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 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.

scholarly journals Validity, reliability and feasibility of a new observation rating tool and a post encounter rating tool for the assessment of clinical reasoning skills of medical students during their internal medicine clerkship. A pilot study.

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

Abstract Background Systematic assessment of clinical reasoning skills of medical students in clinical practice is very difficult. This is partly caused by the lack of understanding of the fundamental mechanisms underlying the process of clinical reasoning. Methods We previously developed an observation tool to assess the clinical reasoning skills of medical students during clinical practice. This observation tool consists of an 11-item observation rating form (ORT). In the present study we verified the validity, reliability and feasibility of this tool and of an already existing post-encounter rating tool (PERT) in clinical practice among medical students during the internal medicine clerkshipResults Six raters each assessed the same 15 student-patient encounters. The internal consistency (Cronbach’s alfa) for the (ORT) was 0.87 (0.71-0.84) and the 5-item (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 consistent 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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