The Impact of Preclinical Preceptorships on Learning the Fundamentals of Clinical Medicine and Physical Diagnosis Skills

Nieman, Linda Z.; Liu, Cheng; Hormann, Mark D.; Farnie, Mark A.; Molony, Donald A.; Butler, P.R.

doi:10.1097/00001888-200604000-00007

Cited by 11 publications

(11 citation statements)

References 21 publications

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“…The multiple logistic regression model was created in a user defined fashion using independent variables that we hypothesized might be associated with receiving higher evaluation scores for teaching clinical skills. These variables included: rank (as a proxy for years of teaching experience), 9,10 department/division, 11 We performed a similar analysis with the mean summary evaluation score as a continuous variable using multiple linear regression. The findings in these 2 regressions were similar (data not shown).…”

Section: Discussionmentioning

confidence: 99%

An Association Between Paying Physician-teachers for their Teaching Efforts and an Improved Educational Experience for Learners

et al. 2007

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BACKGROUND: Medical schools often rely on faculty volunteerism to address clinical teaching needs for students. Increasing time pressures on physicians has made it difficult to secure commitments for clinical instruction. In the 2005-2006 academic year, the Johns Hopkins University School of Medicine (JHU-SOM) launched the Colleges Program, recruiting 24 salary-supported physician-faculty to serve as advisors to students as well as teachers of the second year course, 'clinical skills'. We hypothesized that compensating physician educators would have a measurable positive impact on the students' experiences in this course. RESULTS: Fifty-eight preceptors taught clinical skills over the 3-year study period. The overall response rate for preceptor evaluations by medical learners was 77% (277/359). CF, more likely than volunteer preceptors to have a full-time academic appointment (100 vs 63%, p<.01), have an additional advanced degree (48 vs 15%, p<.01) and prior faculty development training (52 vs 17%, p<.01). Scores for all six evaluation domains were higher for CF compared to those from the two previous years combined (all p<.001). In the fully adjusted regression model, only CF status was independently associated with high preceptor evaluation scores (Odds Ratio 4.3, 95% CI 1.01-18.20). MATERIALS AND METHODS: CONCLUSIONS:Salary support for teaching efforts in the time-intensive CS course coupled with the prestige of being appointed to the CF was associated with higher student evaluations.

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Section: Discussionmentioning

confidence: 99%

An Association Between Paying Physician-teachers for their Teaching Efforts and an Improved Educational Experience for Learners

et al. 2007

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“…Furthermore, early clinical exposure can ease a smoother transition from basic science years to the clinical years, the third and fourth years (6). Nieman et al found that students who had early clinical exposure performed better on both a practical physical diagnosis examination and a test of knowledge of clinical medicine when compared to students who did not have clinical exposure during preclinical years (7).…”

Section: Discussionmentioning

confidence: 99%

Emergency Medicine Interest Group Curriculum: Faculty and Preclinical Student Opinions Differ in a Formal Needs Assessment

Lee

Uijtdehaage

Coates

2011

The Journal of Emergency Medicine

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“…Most US medical schools provide students opportunities for clinical experience in the pre-clerkship curriculum (Lam et al 2002;Nieman et al 2006). These experiences include preceptorships in ambulatory settings, short immersions in inpatient settings, student-run clinics for underserved populations, and shadowing women through pregnancy and delivery.…”

Section: Introductionmentioning

confidence: 99%

Understanding the educational value of first-year medical students’ patient encounter data

O’Brien¹,

Cai²,

Azzam³

2011

Medical Teacher

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Background: Many medical schools use patient-encounter logs to track students' clinical experiences, but few have investigated the student-user perspective to understand how students enter, review, and use patient-encounter information. Aims: This study examines first-year medical students' use of a web-based tracking system and whether students thought logging patient-encounters was educationally valuable. Methods: This mixed-methods study uses data from student encounter log entries, a focus group with first-year students, and a survey. Data analysis involved descriptive statistics for quantitative data, qualitative content analysis of students' free-response entries in the logs, and thematic analysis for focus group and survey responses. Results: Most students logged at least one encounter (90%), but used the system substantially less than expected. Focus group and survey data indicated that students found minimal educational value in the encounter tracking system as designed, but identified several ways in which the system could be improved to better support their learning. Suggestions included clearer guidelines for use, better integration into the curriculum, a mentoring process, and provision of benchmarks or target number of specific encounter types. Conclusion: Student-user perspectives are crucial in optimizing information collected through patient-encounter tracking systems, and can improve both the functionality and the educational value of such systems.

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The Impact of Preclinical Preceptorships on Learning the Fundamentals of Clinical Medicine and Physical Diagnosis Skills

Abstract: Preliminary evidence indicates that a short preclinical primary care preceptorship can help medical students to consolidate and integrate the fundamental cognitive and clinical skills they will apply during the clinical years of medical training.

Cited by 11 publications

References 21 publications

An Association Between Paying Physician-teachers for their Teaching Efforts and an Improved Educational Experience for Learners

An Association Between Paying Physician-teachers for their Teaching Efforts and an Improved Educational Experience for Learners

Emergency Medicine Interest Group Curriculum: Faculty and Preclinical Student Opinions Differ in a Formal Needs Assessment

Understanding the educational value of first-year medical students’ patient encounter data

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