“See One, Sim One, Do One”- A National Pre-Internship Boot-Camp to Ensure a Safer "Student to Doctor" Transition

Abstract

IntroductionThe transition for being a medical student to a full functioning intern is accompanied by considerable stress and sense of unpreparedness. Simulation based workshops were previously reported to be effective in improving the readiness of interns and residents to their daily needed skills but only few programs were implemented on a large scale.MethodsA nationally endorsed and mandated pre-internship simulation based workshop is reported. We hypothesized that this intervention will have a meaningful and sustained impact on trainees' perception of their readiness to internship with regard to patient safety and quality of care skills. Main outcome measure was the workshop’s contribution to professional training in general and to critical skills and error prevention in particular, as perceived by participants.ResultsBetween 2004 and 2011, 85 workshops were conducted for a total of 4,172 trainees. Eight-hundred and six of the 2,700 participants approached by e-mail, returned feedback evaluation forms, which were analyzed. Eighty five percent of trainees perceived the workshop as an essential component of their professional training, and 87% agreed it should be mandatory. These ratings peaked during internship and were generally sustained 3 years following the workshop. Contribution to emergency care skills was especially highly ranked (83%).ConclusionImplementation of a mandatory, simulation-based, pre-internship workshop on a national scale made a significant perceived impact on interns and residents. The sustained impact should encourage adopting this approach to facilitate the student to doctor transition.

Transitioning from university to postgraduate medical training: A narrative review of work readiness of medical graduates

“…There were a further 10 studies including literature reviews, commentaries, and editorials (Table 1). Study participants included final-year medical T A B L E 1 Study design and participants in papers included in the review of literature 1998 -2019 Dyar 12 McKenzie 2017 15 Minha 16 Morrow 17 Rothwell 18 Scicluna 19 Stroben 21 Wijnen-Meijer 2015 23 Daly 25 Illing 2013 14 Illing Lightmann Tran 24 Watmough 22 Early internship Abuhusain 26 Bennett 27 Bleakley 28 Cave 29 Heidemann 31 Minha 16 Morrow 17 Prozesky 42 Scicluna 19 Watmough 22 Winn 40 Eley 2 Illing 2013 14 Lundin 32 Monrouxe 2018 35 Muthaura 36 Sturman 3 Walker 39 Gome 30 Illing Kelly 37 Linane 38 McKenzie 41 Miles 33 Minter 34 Rothwell 18 Late or post internship Barr 53 Dean 55 Duns 52 Eley 62 Goldacre 2010 50 Goldacre 2014 57 Hill 56 Kassim 49…”

“…Original research -Longitudinal follow-up Medical students Scicluna 19 Iling 2013 14 Iling 2008 13 Kelly 37 Rothwell 18 Watmough 22 Junior doctors Goldacre 2010 50 Gome 30 Other Literature review Alexander, 63 Brinkman, 64 Monrouxe 2017, 65 Tallentire 2012 66 Commentary/Editorial Cleland, 67 Dewan, 68 Murray, 75 Tweed, 71 Sen Gupta, 58 Wackett 79 students, [6][7][8][9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25] junior doctors early in their first postgraduate year, 3,13,14,[16][17][18][19][26][27][28][29][30]…”

Entrenamiento de colgajos locales en un modelo simulado de alta fidelidad y bajo costo

“…No obstante, hoy existen alternativas más seguras para que los alumnos realicen las primeras etapas de su aprendizaje, como el entrenamiento simulado. 2,3 La simulación permite generar actividades estandarizadas, reproducibles y en un ambiente seguro. 4 Diversos autores han evaluado el uso de modelos simulados para el aprendizaje de suturas y colgajos locales tanto en modelos sintéticos [5][6][7][8][9] como en materiales ex vivo.…”

What reasons do final-year medical students give for choosing the hospitals for their clinical training phases? A quantitative content analysis

“…In medical undergraduate training, the PY represents an important link between the acquisition of competence during the course of study and the independent execution of competences as medical expert [1], [2], [3]. The education of students during the PY in Germany is regulated by the ÄAppO as follows: students should "deepen and expand the medical knowledge, skills and abilities acquired during the preceding studies.…”