Transitioning preclinical students into clerkships amidst curricular disruptions from the Covid-19 pandemic
Bibliographic Data
| ID | 15328583 |
|---|---|
| Authors | Ernie Esquivel (Weill Cornell Medicine, corresponding author), Ernie L Esquivel (Weill Cornell Medicine), Paolo De Angelis (0000-0001-8310-8831, Weill Cornell Medicine), John K Chae (0000-0001-9998-9100, Weill Cornell Medicine), Joseph E Safdieh (0000-0002-2495-2925, Weill Cornell Medicine), Erika L Abramson (0000-0003-0474-7139, Weill Cornell Medicine), Yoon Hee Kang (0000-0002-4444-8566, Weill Cornell Medicine), Yoon Kang (Weill Cornell Medicine) |
| Year | 2021 |
| Volume | 26 |
| Issue | 1 |
| Pages | 1996216-1996216 |
| 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 | 10.1080/10872981.2021.1996216 |
| PMID | 34710002 |
| OpenAlex | W3208229517 |
| Language | EN |
| References cited | 27 |
The COVID-19 pandemic resulted in significant disruptions to medical education. The patient care space was unavailable as a learning environment, which compounded the complexity of preparing students for clerkships with a traditional transition to clerkship (TTC) curriculum. We developed a multimodal, structured approach to re-introduce students to the clinical space prior to the start of clerkships. 105 second year medical students completed a 4-week clinical enhancement course. A modified Delphi method was used to select core topics, which were then anchored to key Entrustable Professional Activities (EPAs). Students participated in 9 virtual problem-based cases, workshops and multiple supervised patient encounters. Students were surveyed before, during, and after the course; responses were compared with paired t-tests. 25.9% rated the course as excellent, 44.2% as very good, and 19.5% as good. Compared to baseline, self-perceived efficacy grew significantly (P < 0.05) across all EPAs. Improvements in key competencies were sustained when students were surveyed 2 weeks into their first clerkship. This was a well-received, novel course, focused on helping students transition back into the clinical space through a multimodal teaching approach. This framework may be used by other institutions seeking to restructure their TTC initiatives
2019-20 coronavirus outbreak · Clinical clerkship · Coronavirus disease 2019 (COVID-19 · Curriculum · Delphi method · Medical education · Pandemic · Pathology · Pedagogy · Restructuring · Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2 · Computer Science · Empathy and Medical Education · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Psychology
Medical Student Education in the Time of Covid-19
Motivation to learn
Hands Off Yet All In
Virtual Telesimulation for Medical Students During the Covid-19 Pandemic
Closing the Gap Between Preclinical and Clinical Training
Lessons From Learners
Interprofessional collaboration
Curricular response to Covid-19
The relationship of academic self-efficacy to class participation and exam performance
Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis
| Citation velocity | historical |
|---|---|
| Highly cited | No |