A clinical procedures curriculum for undergraduate medical students: the eight-year history of a third-year immersive experience

Autor: David P. Bahner, Sorabh Khandelwal, Cynthia G. Leung, Laura Thompson, David P. Way, Matthew C. Exline, Daniel M. Clinchot
Jazyk: angličtina
Rok vydání: 2016
Předmět:
Program evaluation
020205 medical informatics
education
02 engineering and technology
Peer Group
Education
Life Support Care
03 medical and health sciences
life support care
diagnostic techniques and procedures
0302 clinical medicine
0202 electrical engineering
electronic engineering
information engineering
ComputingMilieux_COMPUTERSANDEDUCATION
Humans
Learning
Medicine
education
undergraduate medical
030212 general & internal medicine
Curriculum
Medical education
lcsh:LC8-6691
lcsh:R5-920
lcsh:Special aspects of education
business.industry
Teaching
bloodless medical and surgical procedures
Advanced cardiac life support
Peer group
General Medicine
education
medical education
undergraduate
clinical competence
Group Processes
Program Design Language
Clinical competence
Citation
business
lcsh:Medicine (General)
Education
Medical
Undergraduate
Research Article
Zdroj: Medical Education Online, Vol 21, Iss 0, Pp 1-8 (2016)
Medical Education Online; Vol 21 (2016)
Medical Education
ISSN: 1087-2981
Popis: Background : Procedural skills training is a critical component of medical education, but is often lacking in standard clinical curricula. We describe a unique immersive procedural skills curriculum for medical students, designed and taught primarily by emergency medicine faculty at The Ohio State University College of Medicine. Objectives : The primary educational objective of this program was to formally introduce medical students to clinical procedures thought to be important for success in residency. The immersion strategy (teaching numerous procedures over a 7-day period) was intended to complement the student’s education on third-year core clinical clerkships. Program design : The course introduced 27 skills over 7 days. Teaching and learning methods included lecture, prereading, videos, task trainers, peer teaching, and procedures practice on cadavers. In year 4 of the program, a peer-team teaching model was adopted. We analyzed program evaluation data over time. Impact : Students valued the selection of procedures covered by the course and felt that it helped prepare them for residency (97%). The highest rated activities were the cadaver lab and the advanced cardiac life support (97 and 93% positive endorsement, respectively). Lectures were less well received (73% positive endorsement), but improved over time. The transition to peer-team teaching resulted in improved student ratings of course activities ( p
Databáze: OpenAIRE
Externí odkaz:
Nepřihlášeným uživatelům se plný text nezobrazuje