Qualitative Analysis of a Virtual Near-Peer Pediatric Boot Camp Elective

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.

Pre-practice boot camps to increase retention of new graduate nurses

“…11 A more in-depth, 2-week boot camp was entirely virtual and designed to support new medical students in competence, autonomy, and relationships with near-peers, such as other students who are more advanced in their education and the institution. 13 Other boot camps were comprised of an 8-hour nursing obstetrical boot camp with simulation; a 3-day boot camp that used simulation-based mastery learning to address procedural skill learning; and a 5-day camp that addressed patient manage-ment, ethical decision-making, and reflective practice in emergency medicine. 10,12,14 Boot camp experiences researched by this paper' s authors could be used as the basis for a boot camp for NGNs.…”

“…The literature reviewed on boot camps described virtual and in-person boot camps. However, of all the articles reviewed, only one boot camp was entirely virtual; it was the longest, with a duration of 2 weeks comprised of 2-hour daily sessions 13. The in-person boot camps ranged from a few hours to 5 days; the shorter ones focused on specific tasks instead of a broad range of items and virtual and in-person options 10-12,14.…”

“…[10][11][12] This exposed the new healthcare professionals to real-life work situations and gave them strategies to solve these issues, possibly leading to lower attrition. [10][11][12][13][14]…”

“…Student learning was addressed through a variety of methods and variable durations. [10][11][12][13][14] In one instance, a 4-hour camp focused on three critical aspects of ear, nose, and throat surgery scenarios with simulation training. 11 A more in-depth, 2-week boot camp was entirely virtual and designed to support new medical students in competence, autonomy, and relationships with near-peers, such as other students who are more advanced in their education and the institution.…”

“…However, of all the articles reviewed, only one boot camp was entirely virtual; it was the longest, with a duration of 2 weeks comprised of 2-hour daily sessions. 13 The in-person boot camps ranged from a few hours to 5 days; the shorter ones focused on specific tasks instead of a broad range of items and virtual and inperson options. [10][11][12]14 Virtual learning consisted of a pre-learning exercise that included informational videos and virtual reality airway models.…”