Development and evaluation of asimulation-based transition to clerkship course.

Jared P Austin,Mark Baskerville,Eugen Pohoata,Meghan Rogers,Suzanne H Mitchell,Megan Spickerman,Leslie Haedinger,Philippe Thuillier,Stephanie Nonas,Tracy Bumsted

doi:10.1007/s40037-020-00590-4

Jared P Austin, Mark Baskerville + Show 8 more

Open Access

https://doi.org/10.1007/s40037-020-00590-4

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Abstract

BackgroundTransition 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.ApproachBeginning 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.EvaluationOf 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.ReflectionThis simulation-based, resource-heavy transition course achieved its educational objectives and provided a safe, supportive learning environment for practicing and refining clinical skills.Electronic supplementary materialThe online version of this article (10.1007/s40037-020-00590-4) contains supplementary material, which is available to authorized users.

Highlights

Transition to clerkship courses bridge the curricular gap between preclinical and clinical medical education
The lack of clinical experience early in training has made the transition period to the clinical environment stressful for learners and clerkship directors [2, 3]. To alleviate this stress and to better prepare students for the clinical realm, many medical schools have implemented a transition to clerkship course [4,5,6]
The authors concluded that transition to clerkship courses should incorporate real clinical settings, emphasize hands-on practice of clinical skills, and formalize evaluations

Summary

Introduction

Transition to clerkship courses bridge the curricular gap between preclinical and clinical medical education. Student competency was determined through a simulation-based inpatient-outpatient objective structured clinical examination, with real-time feedback and remediation. 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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