Transition-to-residency
Pilot innovative, online case-based curriculum for medical students preparing for pediatric internships
Bibliographic Data
| ID | 15328580 |
|---|---|
| Authors | Marguerite Costich (0000-0002-2955-3755, Columbia University Irving Medical Center), Morgan A Finkel (0000-0002-8869-657X, Columbia University Irving Medical Center), Suzanne Friedman (0000-0001-5537-3881, Columbia University Irving Medical Center, corresponding author), M Catallozzi (0000-0003-3935-9953, Columbia University Irving Medical Center), Rachel Gordon (0000-0003-0267-3105, Columbia University Irving Medical Center) |
| Year | 2021 |
| Volume | 26 |
| Issue | 1 |
| Pages | 1892569-1892569 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Medical Education Online (JOURNAL) |
| Journal identifiers | ISSN: 1087-2981 • E-ISSN: 1087-2981 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10872981.2021.1892569 |
| PMID | 33618622 |
| OpenAlex | W3132377051 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
Background : There is increasing recognition in medical education that greater emphasis must be placed on preparing graduating medical students for their new roles as interns. Few publications in the literature have described transition-to-residency curricula specifically for students interested in pediatrics or pediatric-related fields Approach : We developed novel online pediatric cases, embedded within an innovative, hybrid transition-to-residency course, to address high yield, multi-disciplinary topics within the context of several of the AAMC's identified Entrustable Professional Activities Evaluation : The pilot cases were evaluated over two academic years (2018, 2019) at a single academic medical center as part of routine student course evaluation (N = 18/35) with the 2019 evaluation containing additional retrospective pre-post survey questions (N = 9/18) assessing self-reported changes in knowledge. Almost all students were very satisfied or satisfied with the modules overall (94%), the quality of the resources provided (100%), and the structure and clarity of the presentation of the material (100%). Among the students who completed the retrospective pre-post survey after participation in the online modules, significant self-reported improvements were noted in writing orders to the pediatrics floor (Z = -2.07, p = 0.04), providing anticipatory guidance (Z = -2.0,p = 0.046), formulating a differential diagnosis for common pediatric conditions (Z = -2.24, P = 0.03), and preparedness for managing common pediatric floor emergencies (Z = -2.33, P = 0.02). Reflection : We demonstrated feasibility of implementation of an interactive, online case-based curriculum, medical student satisfaction with content and delivery, and increased self-reported knowledge after completion of the pilot pediatric cases on the online, asynchronous learning platform
CLARITY · Context (archaeology · Curriculum · Internship · Medical education · Pedagogy · Preparedness · Presentation (obstetrics · Clinical Reasoning and Diagnostic Skills · Diversity and Career in Medicine · Innovations in Medical Education · Medicine · Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |