Continuity in Undergraduate Medical Education: Mission Not Accomplished

Autor: Daniel B. Evans, LuAnn Wilkerson, Bruce L. Henschen, Ann N. Poncelet, Barbara Ogur
Rok vydání: 2019
Předmět:
Value (ethics)
Students
Medical
undergraduate medical education
media_common.quotation_subject
Clinical Sciences
education
Fidelity
Primary care
01 natural sciences
Patient care
Education
03 medical and health sciences
continuity in medical education
0302 clinical medicine
Clinical Research
Medical
General & Internal Medicine
Perception
Behavioral and Social Science
Internal Medicine
Humans
Medicine
030212 general & internal medicine
0101 mathematics
Students
media_common
Undergraduate
Medical education
Entrustable Professional Activities
business.industry
010102 general mathematics
Perspective (graphical)
Clinical Clerkship
Good Health and Well Being
Perspective
Longitudinal Integrated Clerkship
Mandate
Clinical Competence
value-added medical education
Educational interventions
business
Education
Medical
Undergraduate
Zdroj: Journal of general internal medicine, vol 34, iss 10
J Gen Intern Med
ISSN: 1525-1497
0884-8734
Popis: Evidence is mounting that longitudinal medical student clerkships provide better educational experiences than traditional block clerkship “silos.” Education studies across institutions demonstrate positive effects of continuity on medical students, including creating patient-centered learning environments, improving fidelity of evaluations and feedback, improving medical student patient-centeredness, enabling more autonomous functioning in the clinical workplace, and increased recruitment and retention of students into primary care careers. Outcome studies show potential for longitudinal students to add value to patient care. This perspective piece summarizes the current evidence basis for longitudinal clerkships broken down by Kirkpatrick level (reactions, perceptions/attitudes, knowledge, behaviors, and patient benefits). Despite this evidence, expansion of longitudinal clerkships has been slow—i.e., fewer than half of current US medical schools offer one. While more recent curricular innovations center around Entrustable Professional Activities (EPAs), there are clear opportunities for medical schools to use longitudinal clerkships as a lens through which EPAs can be effectively evaluated. This perspective highlights the synergy between longitudinal clerkships and EPAs, showing that successful implementation of the former should empower the latter. While large, complex educational interventions are daunting tasks, change is needed. Regulatory organizations should mandate continuity-focused experiences for US medical graduates.
Databáze: OpenAIRE
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