When and How Pediatric History and Physical Diagnosis Are Taught in Medical School: A Survey of Pediatric Clerkship Directors

Guiot, Amy; Baker, Raymond C.; DeWitt, Thomas G.

doi:10.1542/hpeds.2012-0058

Cited by 11 publications

(6 citation statements)

References 12 publications

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“…As undergraduate medical education (UME) pre-clinical curricula tend to highlight adult-oriented pathophysiology and clinical skills, medical students receive comparatively less and more variable exposure to pediatric content. 1 - 3 In fact, medical students are generally perceived as less prepared for the pediatric clerkship (PC), both by PC directors and by the students themselves. 4 - 7 Students therefore rely on pediatric-specific didactics delivered during the clerkship in order to supplement and solidify wards-based learning.…”

Section: Introductionmentioning

confidence: 99%

Pediatric Intersession: An Upfront Flipped-Classroom Curriculum to Promote Pediatric Clerkship Readiness

Congdon,

Goldstein,

Maletsky

et al. 2024

Journal of Medical Education and Curricular Development

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OBJECTIVES Best practices for content selection, mode of delivery, and timing of pediatric clerkship readiness curricula for medical students have, by and large, not been established. Capitalizing on changes in structure of the clinical clerkships during the COVID-19 pandemic, we created an upfront clerkship readiness curriculum, termed Pediatric Intersession (PI), to replace the existing weekly lecture-based clerkship didactics. METHODS Our goal was to develop an interactive curriculum with innovative instructional design methodology intended to promote broad foundational pediatric knowledge and clerkship preparedness using case-based learning. We first conducted a needs assessment and crafted curriculum content using guiding principles from the 2019 Council on Medical Student Education in Pediatrics (COMSEP) curriculum. We then organized material into four daily modules prior to the start of the clerkship and employed flipped classroom (FC) methodology. RESULTS Sixty-six percent of students completed course evaluations, and >90% of the 100 respondents reported that the PI enhanced their clinical learning. Pre-/post-testing demonstrated some knowledge gain following the small-group sessions and there was no change on the National Board of Medical Examiners (NBME) Subject Exam mean scores compared to prior cohorts of students. CONCLUSIONS The global pandemic provided an opportunity to re-envision our pediatric clerkship didactics content, while also incorporating instructional design methodology preferred by students. Our curriculum promotes a small group-based, interactive approach to clerkship readiness that fosters learning in the clinical environment that can be adapted for various settings. Our evaluation suggests that the transition to a FC readiness curriculum can be done successfully while effectively preparing students for their pediatric clerkship.

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Section: Introductionmentioning

confidence: 99%

Pediatric Intersession: An Upfront Flipped-Classroom Curriculum to Promote Pediatric Clerkship Readiness

Congdon,

Goldstein,

Maletsky

et al. 2024

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

“…Historically, medical schools have taught a broad overview of basic sciences and clinical skills during the pre-clinical curricula. There is striking variability on how and when pediatric content and skills are taught to medical students [ 2 ]. In a previously published study, we found that more than one third of 3 rd year medical students completing their pediatric clerkship at one of four U.S. medical schools did not feel well-prepared for the clerkship [ 3 ].…”

Section: Introductionmentioning

confidence: 99%

Needs assessment for enhancing pediatric clerkship readiness

Weinstein¹,

MacPherson

Schmidt

et al. 2023

BMC Med Educ

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Background Many students report feeling inadequately prepared for their clinical experiences in pediatrics. There is striking variability on how pediatric clinical skills are taught in pre-clerkship curricula. Methods We asked students who completed their clerkships in pediatrics, family medicine, surgery, obstetrics-gynecology and internal medicine to rate their pre-clinical training in preparing them for each clerkship, specifically asking about medical knowledge, communication, and physical exam skills. Based on these results, we surveyed pediatric clerkship and clinical skills course directors at North American medical schools to describe the competence students should have in the pediatric physical exam prior to their pediatric clerkship. Results Close to 1/3 of students reported not feeling adequately prepared for their pediatrics, obstetrics-gynecology, or surgery clerkship. Students felt less prepared to perform pediatric physical exam skills compared to physical exam skills in all other clerkships. Pediatric clerkship directors and clinical skills course directors felt students should have knowledge of and some ability to perform a wide spectrum of physical exam skills on children. There were no differences between the two groups except that clinical skills educators identified a slightly higher expected competence for development assessment skills compared to pediatric clerkship directors. Conclusions As medical schools undergo cycles of curricular reform, it may be beneficial to integrate more pre-clerkship exposure to pediatric topics and skills. Further exploration and collaboration establishing how and when to incorporate this learning could serve as a starting point for curricular improvements, with evaluation of effects on student experience and performance. A challenge is identifying infants and children for physical exam skills practice.

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“…There is striking variability on how and when pediatric content and skills are taught to medical students. [2] In a previously published study, we found that more than one third of 3rd year medical students completing their pediatric clerkship at one of four U.S. medical schools did not feel wellprepared for the clerkship. [3] In addition, one third of students speci cally felt unprepared to perform pediatric physical exam skills.…”

mentioning

confidence: 99%

Preparation of Medical Students for Physical Exam Skills in the Pediatrics Clerkship: A Needs Assessment

Weinstein

MacPherson

Schmidt³

et al. 2022

Preprint

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Background: Many students report feeling inadequately prepared for their clinical experiences in pediatrics. There is striking variability on how pediatric clinical skills are taught in pre-clerkship curricula. Methods: We asked students who completed their clerkships in pediatrics, family medicine, surgery, obstetrics-gynecology and internal medicine to rate their pre-clinical training in preparing them for each clerkship, specifically asking about medical knowledge, communication, and physical exam skills. We also surveyed pediatric clerkship and clinical skills course directors at North American medical schools to describe the competence students should in the pediatric physical exam prior to their pediatric clerkship. Results: Close to 1/3 of students reported not feeling adequately prepared for their pediatrics, obstetrics-gynecology, or surgery clerkship. Students felt less prepared to perform pediatric physical exam skills compared to physical exam skills in all other clerkships. Pediatric clerkship directors and clinical skills course directors felt students should have knowledge of and some ability to perform a wide spectrum of physical exam skills on children. There were no differences between the two groups except that clinical skills educators identified a slightly higher expected competence for development assessment skills compared to pediatric clerkship directors. Conclusions: As medical schools undergo cycles of curricular reform, it may be beneficial to integrate more pre-clerkship exposure to pediatric topics and skills. Further exploration and collaboration establishing how and when to incorporate this learning could serve as a starting point for curricular improvements, with evaluation of effects on student experience and performance. A challenge is identifying infants and children for physical exam skills practice.

show abstract

When and How Pediatric History and Physical Diagnosis Are Taught in Medical School: A Survey of Pediatric Clerkship Directors

Cited by 11 publications

References 12 publications

Pediatric Intersession: An Upfront Flipped-Classroom Curriculum to Promote Pediatric Clerkship Readiness

Pediatric Intersession: An Upfront Flipped-Classroom Curriculum to Promote Pediatric Clerkship Readiness

Needs assessment for enhancing pediatric clerkship readiness

Preparation of Medical Students for Physical Exam Skills in the Pediatrics Clerkship: A Needs Assessment

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