Promoting Achievement of Level 1 Milestones for Medical Students Going into Emergency Medicine

Leung, Cynthia; Thompson, Laura; McCallister, Jennifer W.; Way, David P.; Kman, Nicholas

doi:10.5811/westjem.2016.10.31247

Cited by 7 publications

(7 citation statements)

References 9 publications

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“…Similar to prior years, the most common study populations were medical students (21/75; 28%) and residents (48/75; 64%) . Interestingly, this year only one study addressing medical students was highlighted for excellence, in contrast to prior years.…”

Section: Discussionmentioning

confidence: 92%

“…Three of these studies with an experimental design were highlighted . There was a decline in the number of observational studies (35/75; 47%), compared to 2015 (36/61; 59%), but an increase in the number of studies using survey methodology (19/75; 25%) in 2016 compared to 10 of 61, 16% in 2015, and 0% in 2014. It should be noted that all survey studies in this review drew data from participants from multiple institutions per the predetermined selection criteria.…”

Section: Discussionmentioning

confidence: 99%

“…In place of assessment we have seen the resurgence of studies evaluating teaching and learning methods, which comprised 36% of reviewed articles in 2014, was not seen in 2015 and now makes up 20% of the included articles in this year's review. Similarly, curriculum evaluation studies that made up 38% of studies in 2013 dropped to 10% in 2015 and have again risen to 20% in 2016. Procedural teaching and learning remained fairly stable (8% of articles in 2016 and 12% in 2015).…”

Section: Discussionmentioning

confidence: 99%

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Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2016

Dubosh

Jordan

Yarris

et al. 2018

AEM Education and Training

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Objectives: The objectives were to critically appraise the emergency medicine (EM) medical education literature published in 2016 and review the highest-quality quantitative and qualitative studies. Methods: A search of the English language literature in 2016 querying MEDLINE, Scopus, Education ResourcesInformation Center (ERIC), and PsychInfo identified 510 papers related to medical education in EM. Two reviewers independently screened all of the publications using previously established exclusion criteria. The 25 top-scoring quantitative studies based on methodology and all six qualitative studies were scored by all reviewers using selected scoring criteria that have been adapted from previous installments. The top-scoring articles were highlighted and trends in medical education research were described.

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Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2016

Dubosh

Jordan

Yarris

et al. 2018

AEM Education and Training

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“…Critiques on the physical examination will hopefully lead to an improvement in these skills and achievement of future milestones. 16 These findings call for improved technology to increase authenticity of simulators and continued faculty development for more creative, meaningful integration of physical examination skills into high-acuity simulation cases. These findings may indicate a professional trend toward reliance on technology and lab diagnostic tools as a possible distraction to the power of a thorough physical examination.…”

Section: Discussionmentioning

confidence: 99%

Fourth-year medical students do not perform a focused physical examination during a case-based simulation scenario

Bilello¹,

Dubosh²,

Lewis³

et al. 2018

AMEP

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BackgroundThe art of physical examination is one of the most valuable diagnostic tools bestowed upon new generations of medical students. Despite traditional educational techniques and significant attention on a national level, both trainees and educators have noticed a decrease in physical examination proficiency. Simulation has been identified as a potential way to improve physical examination techniques within undergraduate medical education. We sought to determine the utility of a cardiac case-based simulation scenario to assess physical examination performance of fourth-year medical students during an emergency medicine (EM) clerkship.Materials and methodsFourth-year medical students enrolled in a 4-week EM clerkship were prospectively evaluated during a case-based scenario using a simulation mannequin (Laerdal SimMan®). The case involved a patient presenting with chest pain that evolved into cardiac arrest. All simulations were video recorded and two emergency physicians reviewed each video. The reviewers recorded whether or not each student completed the essential components of a focused physical examination.ResultsTwenty-seven students participated in the simulation. The percentage of students completing each of the four components of the physical examination was as follows: cardiac auscultation 33.3% (95% CI 18.5–52.3), lung auscultation 29.6% (95% CI 15.7–48.7), pulse and extremity examination 55.6% (95% CI 37.3–72.4), and abdominal examination 3.70% (95% CI 0–19.8). None of the students completed all four of these components.ConclusionOur study showed that fourth-year medical students did not uniformly perform components of a focused physical examination during a high-acuity chest pain simulation scenario. Although our study showed limited physical examination performance, simulation allows evaluators to observe and provide constructive feedback and may lead to an improvement in these skills. These findings call for improved technology to increase authenticity of simulators and continued faculty development for more creative, meaningful integration of physical examination skills into high-acuity simulation cases.

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“…Transferring this information to residency programs in the form of an educational handoff could be instrumental in guiding the educational needs of medical students as they start their residency training. [9][10][11] To our knowledge, this is the first multispecialty, national survey of residency program directors' attitudes regarding educational handoffs of medical student performance information. Assessment of performance via milestone, competency and EPA instruments by medical schools is becoming more prevalent.…”

Section: Discussionmentioning

confidence: 99%

Educational Handoffs between Medical School and Residency: A National Survey of Residency Program Directors

Cooper¹,

Walker²,

Splinter³

et al. 2018

MedEdPublish

Self Cite

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Background: Educational handoffs between medical schools and residency may facilitate the transition into graduate medical education. Attitudes of residency program directors about handoffs are largely unknown. Objective: This study assessed the opinions of residency program directors from four specialties, regarding information sharing between medical schools and residencies, and whether they desire student performance data post-match, including milestones, competency and entrustable professional activity (EPA) achievement, and capstone or boot camp-based performance data. Methods: In 2017 a thirteen question survey was sent to program directors from internal medicine, pediatrics, emergency medicine, and obstetrics/gynecology. Responses were anonymous and data was analyzed using descriptive statistics and thematic analysis. Results: Twenty percent of program directors surveyed submitted a survey (187 out of 950). Fifty-nine percent reported that unexpected remedial issues often arise within the first 6 months of internship. Twenty-four percent stated that information currently received is adequate to structure the learning environment of individual residents. Seventy-seven percent responded that they desire access to EPA-based information; seventy-four percent to milestone or competency-based data; eighty-two percent to performance data from fourth-year capstone courses or boot camps. No significant differences were found between specialties. Concerns were raised by respondents about the validity and reliability of performance metrics that would be shared with program directors.

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Promoting Achievement of Level 1 Milestones for Medical Students Going into Emergency Medicine

Cited by 7 publications

References 9 publications

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2016

Critical Appraisal of Emergency Medicine Educational Research: The Best Publications of 2016

Fourth-year medical students do not perform a focused physical examination during a case-based simulation scenario

Educational Handoffs between Medical School and Residency: A National Survey of Residency Program Directors

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