The Internship Preparation Camp at the University of Maryland

Bontempo, Laura J.; Frayha, Neda; Dittmar, Philip C.

doi:10.1136/postgradmedj-2015-133882

Cited by 9 publications

(9 citation statements)

References 7 publications

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“…Multiple medical subspecialties have successfully implemented boot camps at the medical school (6–9), residency (10, 11), and fellowship (12) training levels. A previous national survey assessed the efficacy of current radiation oncology resident orientations (22), with only 11.3% of respondents reporting that their orientation was essential.…”

Section: Discussionmentioning

confidence: 99%

Introductory Radiation Oncology Curriculum: Report of a National Needs Assessment and Multi-institutional Pilot Implementation

Gunther

Jimenez

Yechieli

et al. 2018

International Journal of Radiation Oncology*Biology*Physics

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Beginning radiation oncology residents frequently lack structured introductory curricula but desire instruction before the clinical training with a focus on practical aspects (emergency management, contouring). Program directors recognize the value of both off-site and on-site boot camps. An on-site IC could mitigate funding barriers. A standardized IC, IROC, piloted at 4 programs, showed promising outcomes.

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Section: Discussionmentioning

confidence: 99%

Introductory Radiation Oncology Curriculum: Report of a National Needs Assessment and Multi-institutional Pilot Implementation

Gunther

Jimenez

Yechieli

et al. 2018

International Journal of Radiation Oncology*Biology*Physics

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“…The survey questions were adapted from two previously existing surveys: a boot camp evaluation given to final-year students at the University of Maryland School of Medicine and a surgical skills survey from a surgical internship orientation block. 11,13 Survey questions were evaluated by a team of experts, including medical school leadership. Preperceived and post-perceived knowledge and confidence scores were linked for each participant.…”

Section: Student Perception Of Skillsmentioning

confidence: 99%

“…3 In 2014, the ACGME released a series of 13 EPAs designed to prepare medical students for residency. 14 Of these 13 EPAs, IM program directors ranked EPAs as most essential, and which have the largest gaps between expected and observed performance in interns. 15 Several EPAs, such as 'gather a history and perform a physical exam', are addressed in the core clinical curriculum at the UMSOM.…”

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confidence: 99%

An internal medicine residency preparatory curriculum for fourth‐year medical students

Donohue,

Davis,

Farber

et al. 2023

The Clinical Teacher

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BackgroundIntern preparation courses are often broad in scope; there are few published specialty‐specific programs outside of General Surgery and Obstetrics. We designed an internal medicine (IM) residency preparatory course at the University of Maryland School of Medicine, which aimed to prepare graduating medical students for the rigours of IM residency training, mapped to Entrustable Professional Activities (EPAs).MethodsFourteen fourth‐year medical students who were matriculating into IM residency programs enrolled in a 4‐week long residency preparation course. The course was designed to teach skills using case‐based learning modules, specialty topic seminars, simulation laboratories, procedure laboratories and clinical practice. Participants were surveyed before and after the course on their perceived knowledge and ability with the skills tested.ResultsWith the exception of ‘giving signout to a colleague’, there was a significant difference in the participant's perceived ability for each skill taught within the course (P < 0.03 for each), with mean pre‐course scores of 1.4–3.7 (SD = 0.5–1.2) and mean post‐course scores of 3.2–4.2 (SD = 0.5–1.3). A second survey on course evaluation and perceived impact, completed 3 months after starting intern year, resulted in all respondents reporting that the information learned during the course had directly affected their care of patients on a daily or weekly basis. The modified Ottawa scale was the primary assessment means for the EPAs, with participants approaching entrustment at the conclusion of the course.ConclusionsImplementation of an IM‐specific residency preparation course is a useful adjunct in the fourth year of medical school.

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“…There is significant variability in the preparedness of incoming interns at the start of residency training in terms of medical knowledge, technical skills, professional skills, and attitudes 1,2. While many specialty-specific, preparatory (boot camp) courses have been developed to increase intern confidence in their knowledge and skills, and to standardize a level of competence and performance prior to direct patient care, the authors are unaware of any published curricula targeting strategies to promote wellness, prevent burnout, and foster resilience 3,4…”

Section: Introductionmentioning

confidence: 99%

Qualitative Analysis of Well-being Preparedness at an Emergency Medicine Residency Program

Diller

Osterman

Tabatabai

2018

WestJEM

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IntroductionThere is significant variability in the preparedness of incoming interns at the start of residency training with regard to medical knowledge, procedural skills, and attitudes. Specialty-specific preparatory courses aimed at improving clinical skills exist; however, no preparatory courses targeting wellness promotion or burnout prevention have previously been described. Resident well-being has gained increasing attention from the Accreditation Council for Graduate Medical Education, and numerous studies have demonstrated high levels of burnout among resident physicians. The American Medical Association (AMA) divides resident well-being into the following six categories: nutrition, fitness, emotional health, financial health, preventative care, and mindset and behavioral adaptability. Using the AMA’s conceptual framework for well-being in residency, we performed a targeted needs assessment to support the development of a “pre-residency” well-being curriculum. Our aim was to discover what current residents and faculty felt were the perceived areas of under-preparedness, in relation to resident well-being, for incoming interns at the start of their residency training.MethodsUsing a grounded theory approach, we conducted a series of semi-structured, focus group interviews. Focus groups consisted of junior residents (postgraduate years [PGY] 1-3), senior residents (PGY-4), and current faculty members. A standardized interview guide was used to prompt discussion and themes were identified from audio recording. We modified theories based on latent and manifest content analysis, and we performed member checking and an external audit to improve validity.ResultsParticipants noted variable exposure to both formal and informal well-being training prior to residency. Regardless, participants uniformly agreed that their past experiences did not adequately prepare them for the challenges, specific to burnout prevention, faced during residency training. Of the six domains of resident well-being described by the AMA, emotional health, mindset and behavioral adaptability, and financial health were the domains most cited for interns to be underprepared for at the start of residency training.ConclusionDespite variability in prior medical school and life experiences, incoming interns were underprepared in several domains of well-being, including emotional health, mindset and behavioral adaptability, and financial health. Targeted interventions toward these areas of well-being should be piloted and studied further for their potential to mitigate effects of burnout among resident physicians.

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The Internship Preparation Camp at the University of Maryland

Abstract: A specialty-neutral IPC is of benefit to its attendees, regardless of the medical specialty in which they train.

Cited by 9 publications

References 7 publications

Introductory Radiation Oncology Curriculum: Report of a National Needs Assessment and Multi-institutional Pilot Implementation

Introductory Radiation Oncology Curriculum: Report of a National Needs Assessment and Multi-institutional Pilot Implementation

An internal medicine residency preparatory curriculum for fourth‐year medical students

Qualitative Analysis of Well-being Preparedness at an Emergency Medicine Residency Program

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