When the Evaluated Becomes Evaluator: What Can We Learn From Students’ Experiences During Clerkships?

Gerbase, Margaret W.; Germond, Michèle; Nendaz, Mathieu; Vu, Nu Viet

doi:10.1097/acm.0b013e3181a8171e

Cited by 27 publications

(32 citation statements)

References 26 publications

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“…However, given that an entire class of medical students at Tulane and the majority of senior LSU students participated in an EM rotation, we feel that the students are of sufficient variety to provide relevant data. We did not extend the survey to other specialties’ clerkships, which may also limit results; however, a recent study found that student clerkship self-assessment results varied widely and were caused by different factors depending on the specialty [18]. …”

Section: Discussionmentioning

confidence: 99%

Medical students’ perceptions of an emergency medicine clerkship: an analysis of self-assessment surveys

et al. 2012

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BackgroundNo studies have been performed that evaluate the perceptions of medical students completing an emergency medicine (EM) clerkship. Given the variability of exposure to EM in medical schools nationwide, assessment of the student rotation may inform the structure and content of new and existing clerkships, particularly in relation to student’s acquisition of the core competencies.ObjectivesTo investigate whether undergraduate medical students rotating through an EM clerkship improved their understanding and abilities in core content areas and common procedural skills; to evaluate whether improvement was affected by rotation length.MethodsAll students participating in an EM clerkship over a 12-month period were asked to complete an anonymous voluntary pre- and post-rotation survey. Confidence with patient assessment, diagnosis, and management plans; trauma and medical resuscitations; formal and informal presentations; basic procedure skills and understanding of the modern practice of EM were self assessed using a Likert scale. Group mean scores on each question on the pre- and post-clerkship surveys were calculated and compared. The mean scores on each survey item, both pre- and post-clerkship, were compared between 2- and 4-week clerkship rotation groups.ResultsTwo hundred thirty-nine students participated in the rotation during the 12 months of the study. One hundred sixty-one (161), or 67.4%, completed the pre-rotation survey, and 96 (40.2%) completed the post-rotation survey. Overall, students showed significant mean gains in confidence with initial patient assessment, diagnosis, and management plans (p < 0.01, 0.02, <0.01) and with basic procedure skills (p < 0.01 for all). Students completing a 2-week rotation did not differ significantly from f4week rotators in confidence levels, except in the area of formal presentation skills (p = 0.01), where the 4-week students demonstrated a statistically significant advantage. The 2-week clerkship participants were significantly less confident in all procedures except EKG interpretation, splinting, and venipuncture (p = 0.28, 0.22, 0.05). Regardless of rotation length, students generally felt they had sufficient exposure to patients and opportunities for hands-on learning and practice, and overwhelmingly would recommend the EM clerkship to a fellow student, regardless of their chosen specialty.ConclusionsMedical students show significant gains in confidence with acute care knowledge, disease management, and procedure skills after completion of an EM clerkship. Although a 4-week clerkship may be preferable to expose students to the widest variety of patients and procedures, all students can benefit and improve in core competencies after an EM undergraduate experience.

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Section: Discussionmentioning

confidence: 99%

Medical students’ perceptions of an emergency medicine clerkship: an analysis of self-assessment surveys

et al. 2012

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“…Learner’s experience improves with the quality of the educator’s communication skills and clinical expertise 1. Those factors also can play a role in a learner’s career choice.…”

Section: Introductionmentioning

confidence: 99%

“…Those factors also can play a role in a learner’s career choice. Clinical learners rate clinical rotations higher when they are well organized, well supervised, the learner is integrated fully into the experience, and there is opportunity to improve clinical skills 1,2…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Group Size on KANSAS JOURNAL of MEDIC INE Medical Students’ Perception of Learning and Professional Development During Clinical Rotations

Ofei-Dodoo

Goerl

Moser

2019

kjm

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IntroductionResearch assessing the size of learning groups in medical education and how that affects the learner’s experience is limited. The main goals of the study were to (1) assess the effect of varying group size on medical students’ subjective experiences during clinical years. We hypothesized that students in smaller groups were more likely to have better experiences during clinical rotation than those in larger groups, and (2) determine if medical students have desirable experiences working with other medical learners (fellows, residents, osteopathic students, physician assistants, and nurse practitioners) during clinical rotations.MethodsThe study utilized a mixed method approach where 153 medical students in their clinical years were asked to complete a 10-item survey. A linear-by-linear association test of trend and Mann-Whitney U test were used to evaluate the students’ quantitative data. A multidisciplinary team used an immersion-crystallization approach to analyze the content of the students’ qualitative data.ResultsThere was a 90% (137/153) response rate. Most students (80%) reported desirable experiences during clinical rotations because of supportive learning environments, engaging preceptors, willingness of residents to teach, as well as the opportunity to participate in patient care. There were significant differences in students’ perceived clinical experiences as a function of group size, where groups of two students were preferable over groups of four or more.ConclusionsVarying group size appears to affect students’ clinical experiences.

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“…A multi-center focus group study showed that the best principles of EM teaching are a positive attitude and tailoring the learning for the student (7). EM programs look for the best methods to expose students to the role of the emergency physician (EP) and encourage interest in this relatively new specialty (7)(8)(9)(10)(11)(12). However, no prior studies have evaluated the affect emergency department (ED) observational experiences (EDOs) have on medical student (MS) interest in EM and what aspects of these EDOs are influential.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Emergency Department Observational Experience on Medical Student Interest in Emergency Medicine

Gharahbaghian

Hindiyeh

Langdorf

et al. 2011

The Journal of Emergency Medicine

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When the Evaluated Becomes Evaluator: What Can We Learn From Students’ Experiences During Clerkships?

Cited by 27 publications

References 26 publications

Medical students’ perceptions of an emergency medicine clerkship: an analysis of self-assessment surveys

Medical students’ perceptions of an emergency medicine clerkship: an analysis of self-assessment surveys

Exploring the Impact of Group Size on KANSAS JOURNAL of MEDIC INE Medical Students’ Perception of Learning and Professional Development During Clinical Rotations

The Effect of Emergency Department Observational Experience on Medical Student Interest in Emergency Medicine

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