Evolving roles of clerkship directors: have expectations changed?

Dallaghan, Gary L. Beck; Ledford, Cynthia H.; Ander, Douglas S.; Spollen, John J.; Smith, Sherilyn; Graziano, Scott; Cox, Susan M.

doi:10.1080/10872981.2020.1714201

Cited by 7 publications

(7 citation statements)

References 24 publications

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“…These include the following: the recruitment of new faculty and sites, addressing student mistreatment reports, attending departmental and medical school curriculum meetings, ensuring compliance with LCME accreditation standards, faculty development, and training and managing additional faculty leaders 5 . These findings were similar to those obtained when surveying clerkship directors from a variety of disciplines who were in attendance at a national AAMC meeting in 2016 7 .…”

supporting

confidence: 81%

Internal Medicine Clerkship Director: a Title Whose Role Is Changing

Chheda

Tartaglia

2020

J GEN INTERN MED

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supporting

confidence: 81%

Internal Medicine Clerkship Director: a Title Whose Role Is Changing

Chheda

Tartaglia

2020

J GEN INTERN MED

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“…The CTF became a linking element between the faculty, departments, and students. This linking has several potentials: 1) it makes it possible to locate systematic challenges or areas that can be improved and 2) it is important in order to ensure that the doctors in charge of the internship have sufficient resources and knowledge to fulfill their responsibilities [ 23 , 24 ]. Expectations as to what clinical skills the students should be learning at internships might not always be the same [ 25 ], but with inputs from the departments of what students are actually taught, these potential issues can be addressed as well.…”

Section: Discussionmentioning

confidence: 99%

The clinical task force: Improving quality of medical students’ internship

Baker¹,

Weis²,

Boysen³

et al. 2023

Heliyon

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“…An evaluation of what has changed in the breadth of the CD's roles and responsibilities since the original ACE paper was in part initiated at an ACE-sponsored session during the 2016 Association of American Medical Colleges' (AAMC) annual Learn Serve Lead meeting. 6 The session was built based on work by ACE member organizations and others that addressed these issues. [7][8][9][10][11][12][13][14][15][16][17][18] Responsibilities of the CD role that were added included those associated with clerkships in Emergency Medicine (whose organization, CDEM, joined ACE after the 2003 publication), acting internships, LICs, early and advanced clinical courses, increased class sizes over multiple sites and settings, student (and faculty) wellness 19 and competency-based medical education.…”

Section: Evolving Roles and Responsibilities Of A Clerkship Directormentioning

confidence: 99%

Expectations of and for Clerkship Directors 2.0: A Collaborative Statement from the Alliance for Clinical Education

Morgenstern

Roman

DeWaay

et al. 2021

Teaching and Learning in Medicine

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This article presents an update of the collaborative statement on clerkship directors (CDs), first published in 2003, from the national undergraduate medical education organizations that comprise the Alliance for Clinical Education (ACE). The clerkship director remains an essential leader in the education of medical students on core clinical rotations, and the role of the CD has and continues to evolve. The selection of a CD should be an explicit contract between the CD, their department, and the medical school, with each party fulfilling their obligations to ensure the success of the students, the clerkship and of the CD. Educational innovations and accreditation requirements have evolved in the last two decades and therefore this article updates the 2003 standards for what is expected of a CD and provides guidelines for the resources and support to be provided. In their roles as CDs, medical student educators engage in several critical activities: administration, education/teaching, coaching, advising, and mentoring, faculty development, compliance with accreditation standards, and scholarly activity. This article describes (a) the work products that are the primary responsibility of the CD; (b) the qualifications for the CD; (c) the support structure, resources, and personnel that are necessary for the CD to accomplish their responsibilities; (d) incentives and career development for the CD; and (e) the dedicated time that should be provided for the clerkship and the CD to succeed. Given all that should rightfully be expected of a CD, a minimum of 50% of a full-time equivalent is recognized as appropriate. The complexity and needs of the clerkship now require that at least one full-time clerkship administrator (CA) be a part of the CD's team. To better reflect the current circumstances, ACE has updated its recommendations for institutions and departments to have clear standards for what is expected of the director of a clinical clerkship and have correspondingly clear guidelines as to what should be expected for CDs in the support they are provided. This work has been endorsed by each of the eight ACE member organizations.

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Evolving roles of clerkship directors: have expectations changed?

Cited by 7 publications

References 24 publications

Internal Medicine Clerkship Director: a Title Whose Role Is Changing

Internal Medicine Clerkship Director: a Title Whose Role Is Changing

The clinical task force: Improving quality of medical students’ internship

Expectations of and for Clerkship Directors 2.0: A Collaborative Statement from the Alliance for Clinical Education

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