Legitimate workplace roles and activities for early learners

Abstract

Pre-clerkship students are capable of legitimately participating in patient care experiences to an extent not usually available to them. The SRC represents one example of how early clinical experiences in the core curriculum might be transformed through the provision of patient care activities of narrow scope.

The Case for Use of Entrustable Professional Activities in Undergraduate Medical Education

“…22 In addition, students in even the first year of medical school have demonstrated the ability to participate in and contribute to the clinical workplace when given the opportunity, clear roles, and adequate support. 23 In the clinical workplace, trust is a key element of the supervision of learners. Here, clinical supervisors make decisions to invite learner participation or provide learner responsibilities for patient care based on their trust of the individual learner.…”

Using a Curricular Vision to Define Entrustable Professional Activities for Medical Student Assessment

“…[7][8][9][10] Undergraduate medical educators are beginning to consider how trust can inform student assessment, particularly in settings that afford longitudinal contact between students and supervisors and meaningful student roles. 11,12 Nationally, the Association of American Medical Colleges (AAMC) has proposed EPAs for graduating students to ensure readiness for residency. 13 However, to our knowledge, a process for developing student-level EPAs that address institutional program objectives, student competencies, and larger mandates for CBME has not been articulated.…”

Four-Year Educational and Patient Care Outcomes of a Team-Based Primary Care Longitudinal Clerkship

“…[8][9][10][11][12] Preliminary studies have shown that medical students in longitudinal clerkships can play a meaningful role in clinical care through patient advocacy even in the early stages of training, a concept known as "value-added medical education." 4,8,[13][14][15] These early successes have led medical education experts to call for further study and expansion of the model. 5,6,8 Longitudinal clerkships have been implemented in a variety of settings, predominantly with third-year students.…”