Implementing Value-Added Medical Education

Lessons Learned From the Student-Initiated Stanford Frontline Covid-19 Consult Service

Bibliographic Data

ID21614014
AuthorsBright Zhou (0000-0002-0253-9179, B. Zhouis a fourth-year medical student, Stanford University School of Medicine, Stanford, California; ORCID:.), Christopher Calkins (C. Calkinsis a fourth-year medical student, Stanford University School of Medicine, Stanford, California; ORCID:.), Tanvi Jayaraman (0000-0001-6732-6652, T. Jayaramanis a third-year medical student, Stanford University School of Medicine, Stanford, California; ORCID:.), Sandrene Cassells (S. Cassellsis a fourth-year medical student, Stanford University School of Medicine, Stanford, California; ORCID:.), Torsten Rotto (T. Rottois a fourth-year medical student, Stanford University School of Medicine, Stanford, California.), Laura Vaughan (0000-0003-0315-2977, L. Vaughanis clinical assistant professor, Division of Primary Care and Population Health, Stanford University School of Medicine, Stanford, California; ORCID:.), Malathi Srinivasan (0000-0001-9951-0016, M. Srinivasanis clinical professor, Division of Primary Care and Population Health, Stanford University School of Medicine, Stanford, California; ORCID:.), Erika Schillinger (0000-0003-0836-6237, E. Schillingeris clinical professor and vice chief of education, Division of Primary Care and Population Health, Stanford University School of Medicine, Stanford, California; ORCID:.)
Year2021
Volume96
Issue12
Pages1690-1695
Publication date2021-12-01
Open AccessNo
TypeARTICLE
VenueAcademic Medicine (JOURNAL)
Journal identifiersISSN: 1040-2446 • E-ISSN: 1938-808X
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1097/acm.0000000000004160
PMID33983140
OpenAlexW3163456025
LanguageEN
Citations received2
References cited7

PROBLEM: Value-added medical education (VAME) has been difficult to implement due to student and educator constraints. The COVID-19 pandemic caused mass transitions to online learning, removed students from clinical settings, and underscored students' desires for meaningful VAME opportunities. The authors introduced the Stanford Frontline COVID-19 Consult Service (SFCS), through which off-service medical and physician assistant (PA) students provided assistance to clinicians in the form of rapid research regarding COVID-19 clinical questions. APPROACH: The SFCS, a student-derived VAME initiative, was implemented from March to May 2020 by Stanford University medical students, PA students, and faculty. SFCS aligned with not only the interests of clinicians and students but also national accreditation standards. Students attended weekly editorial meetings, didactic sessions on literature reviews and information management, and they underwent rigorous training on the peer review process. After 2 months, the authors expanded the service to local community clinicians. OUTCOMES: The SFCS enrolled 16 students, was supported by 13 faculty members, and produced 87 peer-reviewed evidence syntheses. Of the 16 SFCS students, 13 (81%) completed evaluations; of 128 Stanford Primary Care and Population Health clinicians, 48 (38%) completed evaluations. Overall student satisfaction with the SFCS was 4.9/5 (standard deviation [SD] 0.3). Self-assessed achievement of SFCS learning objectives exceeded 90% for all objectives. Overall faculty satisfaction with the SFCS was 4.4/5 (SD 0.8). Most faculty (40/46 [87%]) planned to use the database to answer future COVID-19 questions. NEXT STEPS: The SFCS is a novel, student-initiated VAME curriculum focused on increasing students' meaningful contributions to patient care. The authors will track SFCS students throughout their clerkships to gauge clerkship performance/preparedness, and they will develop training for integrating VAME into preclerkship curricula at other institutions. Given its adaptive, student-driven design, the VAME framework used to develop the SFCS empowers students to create their own personalized, experiential learning

Accreditation · Family medicine · Health care · Medical education · Pandemic · Political science · Diversity and Career in Medicine · Innovations in Medical Education · Medicine · Nursing · Primary Care and Health Outcomes · Psychology

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