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26-05-2020 | Show and Tell | Uitgave 6/2020 Open Access

Perspectives on Medical Education 6/2020

Development and evaluation of a simulation-based transition to clerkship course

Tijdschrift:
Perspectives on Medical Education > Uitgave 6/2020
Auteurs:
Jared P. Austin, Mark Baskerville, Tracy Bumsted, Leslie Haedinger, Stephanie Nonas, Eugen Pohoata, Meghan Rogers, Megan Spickerman, Philippe Thuillier, Suzanne H. Mitchell
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Electronic supplementary material

The online version of this article (https://​doi.​org/​10.​1007/​s40037-020-00590-4) contains supplementary material, which is available to authorized users.

Abstract

Background

Transition to clerkship courses bridge the curricular gap between preclinical and clinical medical education. However, despite the use of simulation-based teaching techniques in other aspects of medical training, these techniques have not been adequately described in transition courses. We describe the development, structure and evaluation of a simulation-based transition to clerkship course.

Approach

Beginning in 2012, our institution embarked upon an extensive curricular transformation geared toward competency-based education. As part of this effort, a group of 12 educators designed, developed and implemented a simulation-based transition course. The course curriculum involved seven goals, centered around the 13 Association of American Medical Colleges Core Entrustable Professional Activities for entering residency. Instructional techniques included high-fidelity simulation, and small and large group didactics. Student competency was determined through a simulation-based inpatient-outpatient objective structured clinical examination, with real-time feedback and remediation. The effectiveness of the course was assessed through a mixed methods approach involving pre- and post-course surveys and a focus group.

Evaluation

Of 166 students, 152 (91.6%) completed both pre- and post-course surveys, and nine students participated in the focus group. Students reported significant improvements in 21 out of 22 course objectives. Qualitative analysis revealed three key themes: learning environment, faculty engagement and collegiality. The main challenge to executing the course was procuring adequate faculty, material and facility resources.

Reflection

This simulation-based, resource-heavy transition course achieved its educational objectives and provided a safe, supportive learning environment for practicing and refining clinical skills.
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