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How Prepared Are They? Pediatric Boot Camps and Intern Performance. Acad Pediatr 2022; 22:1237-1245. [PMID: 35577284 DOI: 10.1016/j.acap.2022.05.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/08/2022] [Revised: 04/28/2022] [Accepted: 05/07/2022] [Indexed: 01/19/2023]
Abstract
OBJECTIVE To determine whether participation in a pediatric boot camp during medical school was associated with higher intern performance. Secondary objectives were to determine whether participation in general boot camps, pediatric subinternships or pediatric electives was associated with higher performance. METHODS Intern surveys and faculty performance assessments during early internship were collected from a convenience sample of pediatric residency programs. Interns completed a survey regarding participation in medical school boot camps, pediatric subinternships and pediatric electives. Faculty assessed intern performance on selected Milestone-based subcompetencies on a 5-point scale following each intern's initial inpatient rotation and results were compared between groups. RESULTS Seventeen pediatric residency programs participated. Two hundred eighty-seven interns completed the survey (69%), and faculty completed assessments on 71% of these interns. Of interns with complete faculty assessments (n = 198), 25% participated in 5 or more days of pediatric boot camp, 30% in general boot camp, and 45% in no boot camp. There were no educationally significant associations between participation in 5 or more days of pediatric boot camp, general boot camp, subinternships, or electives and intern performance. Interns completing at least 10 days of pediatric boot camp (n = 25) had slightly higher ratings for incorporating feedback and engaging in help-seeking behavior during June and July only. CONCLUSIONS Participation in pediatric boot camps, general boot camps, pediatric subinternships or electives was not associated with substantially higher intern performance as measured by selected Milestone subcompetencies. Pediatric educators should carefully consider boot camp curricula and anticipated outcomes associated with boot camp participation.
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Elliott LE, Petosa JJ, Guiot AB, Klein MD, Herrmann LE. Qualitative Analysis of a Virtual Near-Peer Pediatric Boot Camp Elective. MEDICAL SCIENCE EDUCATOR 2022; 32:473-480. [PMID: 35070488 PMCID: PMC8762435 DOI: 10.1007/s40670-021-01466-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/04/2021] [Indexed: 05/29/2023]
Abstract
OBJECTIVE To explore fourth-year medical students' experience with a virtual, near-peer facilitated pediatric boot camp through the lens of self-determination theory (SDT). METHODS We developed a virtual pediatric boot camp elective for fourth-year medical students pursuing pediatric residency using Kern's six steps of curriculum development. The two-week virtual elective consisted of facilitated video conferences and small group discussions led by two senior pediatric residents. Semi-structured focus groups were conducted after elective completion. Using SDT as our conceptual framework, we explored participants' experience with the near-peer facilitation of the boot camp. Focus group recordings were transcribed and thematically analyzed using deductive coding for SDT, with inductive coding for themes outside the theory's scope. Saturation was reached after three focus groups. The codebook was iteratively revised through peer debriefing between coders and reviewed by other authors. Credibility was established through member checking. RESULTS Ninety-two percent of eligible medical students (n = 23/25) participated in the boot camp with attendance ranging from 18-21 students per session. Twelve students (52%) participated in three focus groups. Qualitative analysis identified five major themes. Four themes consistent with SDT emerged: competence, autonomy, relatedness to near-peers, and relatedness to specialty/institution. The learning environment, including the virtual setting, emerged as an additional, non-SDT-related theme. CONCLUSIONS Medical students' experience with our virtual boot camp closely aligned with SDT. Near-peer relatedness emerged as a unique theme which could be further investigated in other aspects of medical student education. Future research could evaluate higher-level learning outcomes from near-peer educational opportunities. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01466-w.
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Affiliation(s)
- Laura Even Elliott
- Division of Emergency Medicine, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, MLC 1005, Cincinnati, OH 45229 USA
| | - John J. Petosa
- Department of Pediatric Emergency Medicine, Monroe Carell Jr. Children’s Hospital at Vanderbilt, 2200 Children’s Way, Room / Suite 1025, Nashville, TN 37232 USA
| | - Amy B. Guiot
- Department of Pediatrics, University of Cincinnati College of Medicine, 3230 Eden Ave, Cincinnati, OH 45267 USA
- Division of Hospital Medicine, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, MLC 9016, Cincinnati, OH 45229 USA
| | - Melissa D. Klein
- Department of Pediatrics, University of Cincinnati College of Medicine, 3230 Eden Ave, Cincinnati, OH 45267 USA
- Division of General Pediatrics and Community Pediatrics, Cincinnati Children’s Hospital Medical Center, 3430 Burnet Ave, MLC 2011, Cincinnati, OH 45229 USA
| | - Lisa E. Herrmann
- Department of Pediatrics, University of Cincinnati College of Medicine, 3230 Eden Ave, Cincinnati, OH 45267 USA
- Division of Hospital Medicine, Cincinnati Children’s Hospital Medical Center, 3333 Burnet Ave, MLC 9016, Cincinnati, OH 45229 USA
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Costich M, Finkel MA, Friedman S, Catallozzi M, Gordon RJ. Transition-to-residency: pilot innovative, online case-based curriculum for medical students preparing for pediatric internships. MEDICAL EDUCATION ONLINE 2021; 26:1892569. [PMID: 33618622 PMCID: PMC7906614 DOI: 10.1080/10872981.2021.1892569] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Revised: 02/15/2021] [Accepted: 02/16/2021] [Indexed: 06/09/2023]
Abstract
Background: There is increasing recognition in medical education that greater emphasis must be placed on preparing graduating medical students for their new roles as interns. Few publications in the literature have described transition-to-residency curricula specifically for students interested in pediatrics or pediatric-related fieldsApproach: We developed novel online pediatric cases, embedded within an innovative, hybrid transition-to-residency course, to address high yield, multi-disciplinary topics within the context of several of the AAMC's identified Entrustable Professional ActivitiesEvaluation: The pilot cases were evaluated over two academic years (2018, 2019) at a single academic medical center as part of routine student course evaluation (N = 18/35) with the 2019 evaluation containing additional retrospective pre-post survey questions (N = 9/18) assessing self-reported changes in knowledge. Almost all students were very satisfied or satisfied with the modules overall (94%), the quality of the resources provided (100%), and the structure and clarity of the presentation of the material (100%). Among the students who completed the retrospective pre-post survey after participation in the online modules, significant self-reported improvements were noted in writing orders to the pediatrics floor (Z = -2.07, p = 0.04), providing anticipatory guidance (Z = -2.0,p = 0.046), formulating a differential diagnosis for common pediatric conditions (Z = -2.24, P = 0.03), and preparedness for managing common pediatric floor emergencies (Z = -2.33, P = 0.02).Reflection: We demonstrated feasibility of implementation of an interactive, online case-based curriculum, medical student satisfaction with content and delivery, and increased self-reported knowledge after completion of the pilot pediatric cases on the online, asynchronous learning platform.
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Affiliation(s)
- Marguerite Costich
- Department of Pediatrics, Columbia University Medical Center, New York, NY, USA
| | - Morgan A. Finkel
- Department of Pediatrics, Columbia University Medical Center, New York, NY, USA
| | - Suzanne Friedman
- Department of Pediatrics, Columbia University Medical Center, New York, NY, USA
| | - Marina Catallozzi
- Departments of Pediatrics and Population and Family Health, Columbia University Medical Center, New York, NY, USA
| | - Rachel J. Gordon
- Departments Medicine and Epidemiology, Columbia University Medical Center, New York, NY, USA
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Lewis JJ, Grossestreuer AV, Ullman EA. Impact of an end-of-fourth-year emergency medicine bootcamp. Int J Emerg Med 2021; 14:48. [PMID: 34479473 PMCID: PMC8414734 DOI: 10.1186/s12245-021-00371-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Accepted: 08/17/2021] [Indexed: 12/19/2022] Open
Abstract
Background The final months of the fourth-year of medical school are variable in educational and clinical experience, and the effect on clinical knowledge and preparedness for residency is unclear. Specialty-specific “bootcamps” are a growing trend in medical education aimed at increasing clinical knowledge, procedural skills, and confidence prior to the start of residency. Methods We developed a 4-week Emergency Medicine (EM) bootcamp offered during the final month of medical school. At the conclusion of the course, participants evaluated its impact. EM residency-matched participants and non-participants were asked to self-evaluate their clinical knowledge, procedural skills and confidence 1 month into the start of residency. Program directors were surveyed to assess participants and non-participants across the same domains. A Fisher’s exact test was performed to test whether responses between participants and non-participants were statistically different. Results From 2015 to 2018, 22 students participated in the bootcamp. The majority reported improved confidence, competence, and procedural skills upon completion of the course. Self-assessed confidence was significantly higher in EM-matched participants 1 month into residency compared to EM-matched non-participants (p = 0.009). Self-assessed clinical knowledge and procedural skill competency was higher in participants than non-participants but did not reach statistical significance. Program directors rated EM-matched participants higher in all domains but this difference was also not statistically significant. Conclusions Participation in an EM bootcamp increases self-confidence at the start of residency among EM-matched residents. EM bootcamps and other specialty-specific courses at the end of medical school may ease the transition from student to clinician and may improve clinical knowledge and procedural skills. Supplementary Information The online version contains supplementary material available at 10.1186/s12245-021-00371-8.
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Affiliation(s)
- Jason J Lewis
- Department of Emergency Medicine, Beth Israel Deaconess Medical Center, One Deaconess Road, Rosenberg Building 2, Boston, MA, 02215, USA.
| | - Anne V Grossestreuer
- Department of Emergency Medicine, Beth Israel Deaconess Medical Center, One Deaconess Road, Rosenberg Building 2, Boston, MA, 02215, USA
| | - Edward A Ullman
- Department of Emergency Medicine, Beth Israel Deaconess Medical Center, One Deaconess Road, Rosenberg Building 2, Boston, MA, 02215, USA
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Schlegel EF, Bird JB, Burns CM, Cassara M, O'Neil J, Weisholtz Y, Le TT. Curriculum Design and Scholarship for New Educators: A Professional Development Workshop for Medical Students. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2021; 17:11130. [PMID: 33928186 PMCID: PMC8071841 DOI: 10.15766/mep_2374-8265.11130] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 01/14/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Medical students' professional development includes their role as educators. Despite greater opportunities to join medical education curriculum development, medical students' engagement in these activities remains limited. A recent national study on student leadership in curricular change revealed a formal lack of leadership and training in medical education as significant barriers. Medical students' unawareness of how to disseminate curricula as educational scholarship and its value to their careers also restricts the fullness of their formation as educators. METHODS We designed a 3-hour, interactive, project-focused conference workshop for medical students without prior knowledge in curriculum development. Of participants, 64 worked in 10 groups creating medical curricula using Kern's six-step approach in student-facilitated breakout sessions. Completed group projects were presented, including brief action plans for transforming their work into scholarship. The workshop was evaluated using a mixed-methods approach. RESULTS Of survey respondents, 44 mostly medical students, faculty, and administrators from different institutions rated the workshop as a very positive experience, and the pacing of the breakout groups as effective. A notable increase in self-reported mastery, as measured by learning objectives aligned with Kern's six-step model, was recorded from student respondents as compared to faculty. A sense of readiness to participate in curricular decisions either at the home institution or in individual career paths was evident from narrative comments. DISCUSSION Our workshop provided medical students with a foundation in curriculum development and educational scholarship. Session design provided flexibility in the pace of breakout sessions and allowed in-depth discussion of educational topics.
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Affiliation(s)
- Elisabeth F.M. Schlegel
- Associate Professor of Science Education and Assistant Director of Faculty Development and Medical Education Research, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
| | - Jeffrey B. Bird
- Assistant Professor of Science Education and Educational Research and Strategic Assessment Analyst, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell
| | - Christopher M. Burns
- Professor and Chair of Biomedical Education, College of Osteopathic Medicine, California Health Sciences University
| | - Michael Cassara
- Associate Professor of Emergency Medicine, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell; Associate Professor of Nursing, Hofstra/Northwell School of Nursing and Physician Assistant Studies; Medical Director, Northwell Health Patient Safety Institute/Emergency Medical Institute
| | - Jessica O'Neil
- Resident, Department of Medicine, Massachusetts General Hospital
| | | | - Tao T. Le
- Associate Clinical Professor Medicine and Pediatrics, and Chief of Section of Allergy and Immunology, Department of Medicine, University of Louisville School of Medicine
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A Road Map for Simulation Based Medical Students Training in Pediatrics: Preparing the Next Generation of Doctors. Indian Pediatr 2020. [DOI: 10.1007/s13312-020-2001-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Buchanan AO, Elkhider IA, Sharkey AM. University of South Carolina School of Medicine Greenville. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:S465-S468. [PMID: 33626745 DOI: 10.1097/acm.0000000000003403] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
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