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

Pangaro, Louis N.; Bachicha, Jay; Brodkey, Amy C.; Chumley-Jones, Heidi S; Fincher, R M; Gelb, Douglas J.; Morgenstern, Bruce Z.; Sachdeva, Ajit K.

doi:10.1207/s15328015tlm1503_12

Cited by 63 publications

(60 citation statements)

References 9 publications

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“…[10][11][12] Recently, a multidisciplinary group of medical student educators published recommendations for the resources and support necessary for clerkship directors to be successful as academic faculty. 13 This collaborative statement from the Alliance for Clinical Education estimates that the time allocation required for a clerkship director to perform clerkship administration and other related educational activities is equivalent to 25%-50% of a full-time equivalent. Although an EM representative was not part of this collaborative effort, the recommended guidelines could be applicable to EM clerkship directors of mandatory or high-volume clinical rotations.…”

Section: T He Academy Of Clerkship Directors In Emergencymentioning

confidence: 99%

“…13 With this in mind, clerkship directors of mandatory and high-volume EM rotations deserve equivalent protected time from clinical duties to allow for clerkship administration, medical student teaching, and participation in other scholarly pursuits, such as educational research. However, at the present time in our specialty, this is not necessarily the case.…”

Section: T He Academy Of Clerkship Directors In Emergencymentioning

confidence: 99%

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Clerkship Directors in Emergency Medicine: Statement of Purpose

Wald

Manthey²,

Lin³

et al. 2008

Academic Emergency Medicine

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The Academy of Clerkship Directors in Emergency Medicine (CDEM) provides a forum for the collaborative exchange of ideas among emergency medicine (EM) medical student educators, a platform for the advancement of education, research, and faculty development, and establishes for the first time a national voice for undergraduate medical education within our specialty. CDEM plans to take a leading role in providing medical student educators with additional educational resources and opportunities for faculty development and networking. CDEM will work to foster the professional growth and development of undergraduate medical educators within our specialty. The advancement of undergraduate education within our specialty and beyond will come primarily from the support, hard work, and dedication of the educators. To accomplish our goals, at the departmental, medical school, and national level, we must come together to further promote our specialty across the spectrum of undergraduate medical education. The first step has already been taken with the formation of the Academy of CDEM.ACADEMIC EMERGENCY MEDICINE 2008; 15:856-859 ª

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Section: T He Academy Of Clerkship Directors In Emergencymentioning

confidence: 99%

Section: T He Academy Of Clerkship Directors In Emergencymentioning

confidence: 99%

Clerkship Directors in Emergency Medicine: Statement of Purpose

Wald

Manthey²,

Lin³

et al. 2008

Academic Emergency Medicine

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“…The core mission of student education requires career family medicine educators supported with time necessary for program management and the search for new resources needed to sustain and advance this enterprise. 4 Our fi rst task is to raise new sources of revenue to support new programs and to fund innovations. While doing so, however, we must consider the priority of medical student programs compared with residency education, clinical programs, and research programs.…”

Section: 3mentioning

confidence: 99%

Difficult Choices in Medical Student Education

Hobbs

Rosenthal²,

Newton

2006

The Annals of Family Medicine

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“…Learning objectives in the clerkships have long represented instructor-generated expectations and provide the basis for assessment. 2,3 Student-derived goals also provide a crucial method for self-reflection, motivation, and verbalization of student expectations. 4 Numerous studies have evaluated the effects of goal setting on nonmedical learners, 4,5 firstyear and senior medical students, and residents.…”

mentioning

confidence: 99%

Neurology clerkship goals and their effect on learning and satisfaction

Strowd¹,

Salas²,

Cruz³

et al. 2016

Neurology

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Objective: To define medical student goals in the neurology clerkship and explore the association between goal setting and student performance, clerkship satisfaction, self-directed learning (SDL), and interest in neurology.Methods: A 4-year prospective study of consecutive second-to fourth-year medical students rotating through a required 4-week neurology clerkship was conducted. A goal-generating cohort (first 2 years) was enrolled to describe the breadth of student-derived goals. A goal-evaluating cohort (second 2 years) was used to evaluate the frequency of goal achievement and assess associations with performance (e.g., National Board of Medical Examiners [NBME], examination), satisfaction, and SDL behaviors (both based on 5-point Likert scale).Results: Of 440 evaluable students, 201 were goal-generating and 239 goal-evaluating. The top 3 goals were (1) improvement in neurologic examination, (2) understanding neurologic disease, and (3) deriving a differential diagnosis. More than 90% (n 5 216/239) of students reported achieving goals. Achievers reported significantly higher clerkship satisfaction (4.2 6 0.8 vs 2.8 6 1.0, p , 0.0001), greater interest in neurology (71% vs 35%, p 5 0.001), and higher observed tendency toward SDL (4.5 6 0.5 vs 4.1 6 0.8, p , 0.0001). After adjusting for age and training, NBME scores were 1.7 points higher in achievers (95% confidence interval 0.1-3.2, p 5 0.04). Conclusion:Students consistently generated similar goals for a required neurology clerkship.Goal achievers had better adjusted standardized test scores, higher satisfaction, and greater tendency toward SDL. This student-generated, goal-setting program may be particularly appealing to clinicians, educators, and researchers seeking resource-lean mechanisms to improve student experience and performance in the clinical clerkships. Neurology ® 2016;86:684-691 GLOSSARY CI 5 confidence interval; NBME 5 National Board of Medical Examiners; NCC 5 neurology core clerkship; SDL 5 selfdirected learning.Goal setting is an essential component of medical practice. Physicians and patients routinely set treatment goals, therapists and physiatrists begin rehabilitation with shared team goal setting, health care teams work to establish goals of care, and numerous practitioners use goal setting to change social and behavioral habits to improve health. Goal setting is also an important component of medical education. Goal-setting theory has influenced student, teacher, and curricular design for more than 4 decades. 1 The importance of goal setting is not new to education. Learning objectives in the clerkships have long represented instructor-generated expectations and provide the basis for assessment.2,3 Student-derived goals also provide a crucial method for self-reflection, motivation, and verbalization of student expectations. 4 Numerous studies have evaluated the effects of goal setting on nonmedical learners, 4,5 firstyear and senior medical students, and residents. [6][7][8][9][10][11] Two studies evaluating goal setting in ...

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

Abstract: ACE recommends that institutions 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 their career development and in the support they are given.

Cited by 63 publications

References 9 publications

Clerkship Directors in Emergency Medicine: Statement of Purpose

Clerkship Directors in Emergency Medicine: Statement of Purpose

Difficult Choices in Medical Student Education

Neurology clerkship goals and their effect on learning and satisfaction

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