Preparation Of Medical Students Research Articles

Readiness of Medical Students and Budding Doctors About the LGBTQ+ Community: A Cross-Sectional Study From India.

The Lesbian, Gay, Bisexual, Transgender, and Queer or Questioning (LGBTQ) community has always faced discrimination across the globe. Due to a lack of information in medical curricula and no training or sensitization of doctors towards their health needs, there are numerous health disparities faced by this community. Negative attitudes and inadequate knowledge may also cause students to feel hesitant to treat patients in the community. The present study thus aims to evaluate the attitudes and knowledge of medical students and interns towards LGBTQ+. The present study is a cross-sectional observational study where a self-administered questionnaire was shared with the medical students of India via an online platform. The collected data was then analyzed using Microsoft Excel STATA version 14.0 (StataCorp LLC, Texas, USA). A total of 790 responses were analyzed. 67.2% of respondents had an overall positive attitude, with students under the age of 20, female students, and medical students being more likely to have a positive attitude towards the community. 60.7% of the respondents had satisfactory knowledge, with interns being more likely to have more knowledge than students. The respondents with better knowledge were more likely to have a positive attitude. The study participants had satisfactory knowledge, and the majority had a positive attitude towards the LGBTQ+ community. However, to clear misconceptions regarding the LGBTQ+ community, the medical curriculum must be updated to include more information and provide proper training and sensitization in order to ensure optimum healthcare for all, regardless of sexual orientation and identity.

Undergraduate Anesthesia Skills for a Global Surgery Agenda: Students’ Self-Reported Competence

(Anesth Analg. 2023. doi: 10.1213/ANE.0000000000006375) To address the lack of clear guidelines for undergraduate anesthesia training, this study assessed the self-perceived competence of medical students in South Africa. Maternal mortality is a concern, with a significant portion of deaths attributed to anesthesia. The country faces a shortage of specialist anesthesiologists, putting the responsibility on nonspecialist medical officers, including newly qualified community service officers. The study investigates the readiness of medical students to provide anesthesia services, with varying exposure to training during internships. The findings aim to support South Africa’s health needs and may guide the goals of global surgery in other developing nations.

Medical students' perceptions on preparedness and care delivery for patients with autism or intellectual disability.

To provide competent care to patients with autism spectrum disorder (ASD) or intellectual developmental disorder (IDD), healthcare professionals must recognize the needs of neurodivergent populations and adapt their clinical approach. We assessed the perceived preparedness of medical students to adapt care delivery for patients with ASD/IDD, as well as their perceptions on neurodiversity education. We conducted a sequential explanatory mixed-methods study on undergraduate medical students at McGill University during the academic year 2020-2021. We administered an online survey, followed by semi-structured interviews. We analyzed data using descriptive statistics and thematic analysis. We integrated findings at the interpretation level. We included two-hundred-ten survey responses (~29% of class), and 12 interviews. Few students felt prepared to adjust care for patients with ASD/IDD despite most indicating doing so was important. Ninety-seven percent desired more training regarding care accommodation for neurodivergent patients. Thematic analysis unveiled the perception of current insufficient education, and the value of experiential learning. This study highlights low perceived preparedness of medical students to accommodate care for neurodivergent patients, and a desire for more instruction. Incorporating interactive training in medical school curricula regarding modifying care delivery for neurodivergent individuals may improve the perceived preparedness of medical trainees to work with these patients and care quality.

Construction and validation of a medical career readiness inventory.

Medical students' preparedness for clinical practice is well researched, yet little is known on the extent to which students are being prepared for a medical career. This paper reports the construction of a short medical inventory titled eXploring medical sTudents' caReer reAdiness (XTRA) to measure students' career readiness based on Super's theory of career maturity. We designed an instrument consisting of a series of 5-point Likert-scale to identify participants competencies regarding career exploration and planning during their undergraduate studies. The instrument was completed by 348 medical students from 41 universities in the United Kingdom. We examined the validity and reliability of the instrument through Exploratory Factor Analysis, Cronbach's coefficient α and Pearson correlation. Exploratory Factor Analysis revealed that 16 of the 20-items survey were aligned with the exploration stage of Super's theory: Crystallisation (Career goals), Specification (Career pathways) and Implementation (Career accomplishments). The four items that formed two separate statistical factors were specific to a current medical career in the UK. Internal reliability for Super's factor subscales were acceptable (α = 0.71 to α = 0.81). A significant positive relationship was found between students' overall rating of career readiness and the three factors, indicating construct validity. The XTRA Inventory is a short instrument with construct and content validity specifically designed to measure career readiness of medical students. Further work on its psychometric properties will help establish this inventory to be used as a guidance and career counselling tool by medical educators and educational institutions in developing career development programmes.

Preparedness and perception of pandemics among medical students

Background: Infectious diseases continue to pose a serious threat to public health as pandemic or epidemic. Good knowledge about the emerging diseases and perception about the severity of disease is important to control these situations. The current study was undertaken to assess the preparedness of medical students in terms of level of knowledge, perception and willingness to volunteer during pandemics. Methods: A cross-sectional study was conducted among 400 medical students using simple random sampling method. A self-structured and validated questionnaire was used to collect data which was then analyzed using frequencies, mean, t-test, Chi square test and ANOVA. Results: The overall knowledge scores among majority (59.8%) students belonged to ‘very good’ category while 7.5% obtained ‘unsatisfactory’ scores. Mean scores for knowledge were significantly different in different stratified groups. One third participants were stressful during earlier pandemic. 68.5% strongly stated that being healthy and prior vaccination were important factor for preparedness and willingness to volunteer. Besides personal protective equipment (PPE), separate accommodation and transportation for volunteering duration and psychological support are other crucial factors. Conclusions: Majority of the students in the study displayed adequate preparedness in terms of knowledge, awareness and willingness during the recent pandemics. However, the level of risk perception was evident. By imparting good knowledge and prior training about the pandemic, preventive strategies, tackling stress and identifying and addressing other relevant issues, medical college students can prove to be an asset for facing a pandemic like situation in our country.

Satisfaction of Medical Students in Studying Histology Using Virtual and Light Microscopy: A Cross-sectional Study

Background. Medical education has changed as a result of the COVID-19 pandemic. There has been a shift from face to face learning to virtual classes using online learning platforms such as Canvas. These virtual and online alternative methods to medical education brought up concerns about the preparedness of medical students in studying Histology. This study addresses the student’s preference and attitude on the learning of histology using light microscopy vs virtual microscopy.Objectives. The specific objectives of the study are to determine students’ preference, attitudes, and overall satisfaction on the use of light microscopy vs virtual microscopy using a Likert scale.Methods. An enhancement program was conducted by the Department of Anatomy, UP College of Medicine from June 13 to June 17, 2022 among first year medical students. The students were exposed to prosected cadavers, models, specimens, histologic glass slides, and electronic images. During the activity, the second and third floor of Calderon Hall was divided into several stations, each with its own learning outcomes.This is a descriptive cross-sectional study. In all the learning stations, both virtual and light microscopy learning modalities were made available to the students. The student was at liberty to select virtual microscopy, light microscopy or both. In one of the stations, allocated to OS 205 (The study of the anatomy and histology of the thorax), students were randomized to one learning modality (light vs virtual microscopy) and made to identify one predetermined structure. Students answered a short questionnairethat allowed them to express their preference for the modality that was assigned. The questionnaire survey included questions on students’ preference for either light microscopy (LM) or virtual microscopy (VM), ease of use, and satisfaction. A total of five statements were included in the survey questionnaire. All questions in the survey were scored on a 5-point Likert scale (5: strongly disagree, 4: disagree, 3: neutral, 2: agree, and 1: strongly agree). A comments section was also included in the survey to explorestudents’ experiences of the two learning methods.Results. A total of 160 students participated in the study. Seventy-nine (79) students were randomized to the light microscopy group and 81 one students were randomized to the virtual microscopy group. There were no differences in the demographic characteristics between those randomized to virtual vs light microscopy.
 There were no differences in the net ratings between those randomised to virtual vs light microscopy in the following domains: 1) ease in looking for structures, 2) ability to identify the structure correctly, 3) method enhancing learning, and 4) overall satisfaction. There was a difference in the net rating betweenthose randomized to virtual vs light microscopy in the domain on quality of the image being easily adjusted (58% vs 97.5%).Conclusion. Medical students who used light microscopes demonstrated a more positive attitude towards its ability to enhance learning and showed greater satisfaction in using this method. Ease in manipulating image quality was better in the light microscopy group. However, the accuracy of identification of histological structures using either platform did not differ. Both virtual and light microscopy are effectivelearning methods.

Analysis of Operating Room Personnel Perspectives to Enhance Medical Student Readiness for Surgery

We sought to better define surgical etiquette and elucidate operating room (OR) personnel expectations of medical students to determine areas for medical education improvement. A questionnaire probing medical student performance regarding elements of OR etiquette was developed. Questions were designed to obtain structured feedback through Likert scales and open-ended responses. Descriptive and thematic analysis was conducted on Likert scale and free-text responses, respectively. Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ. Tertiary academic center. A questionnaire was distributed to nurses, surgical and anesthesia faculty and residents. The survey was distributed via email amongst various hospitals, predominantly our home institution. We received 126 complete responses. About half of respondents (46.3%) self-identified as female. Most respondents were part of the surgical team (74.7%), with most (57.8%) from attending physicians. A majority of respondents agreed that medical students responded well to feedback. Roughly half of respondents agreed that medical students understand their role, maintain sterility, and assist in delivery of effective patient care. More than half of respondents did not believe that medical students understand traffic patterns. The majority of respondents indicated that medical students are not appropriately prepared with basic surgical skills prior to entering the OR. Two-thirds of respondents did not feel that medical students contribute towards maintaining safety in the OR. We identified 4 themes from free text responses: students should assume an active role in the OR, utilize situational awareness, understand sterility and OR workflow, and have knowledge of basic operative technique and anatomy. Medical students are not meeting OR personnel expectations and may benefit from early educational interventions to optimize the OR as a learning environment.

Temporal Reinforcement of Naloxone Training Results in Significant Retention of Anti-bias and Overdose-Response Knowledge.

The opioid epidemic is an increasingly severe problem affecting public health and leading to significant economic burdens on healthcare systems. Overdose reversal training and de-stigmatization efforts are common strategies used to combat this epidemic.Nevertheless, healthcare professionals report a lack of confidence in administering naloxone and high stigmatization levels towardpeople with opioid use disorder (OUD).While one-time educational training reduces stigma and improves naloxone administration confidence, we previously demonstrated that knowledge retention at a three-month follow-up is reduced amonga cohort of medical students. This study aimed to improve the effectiveness of opioid overdose awareness and reversal training (OOART) with a three-month follow-up abbreviated OOART (aOOART) booster video. Voluntary OOART was offered to first-year medical students (M1) at the Drexel University College of Medicine in 2022.At this training, 82 students completed a pre-training survey to establish a baseline knowledge and attitude towardpeople with OUD and their familiarity with the steps to reverse an opioid overdose. Following the hour-long training, 64 of 82 (79%) participants completed the post-training survey to measure the immediate retention of training information. After 2.5 months, students were randomly selected to receive a 6.5-minute aOOART booster video or serve as an unboosted control. Students in the booster and non-booster cohorts then completed a three-month follow-up survey. Students who received the aOOART booster had significantly increased opioid reversal knowledge scores compared to non-boosted control students at the three-month follow-up.The aOOART booster resulted in a retention of the lowered stigma, and participants expressed a higher willingness to respond to an opioid overdose compared to participants who did not receive the booster video at the three-month follow-up. This study shows that an aOOART booster method improves knowledge retention following initial OOART.Further, the aOOART booster video served to maintain participants' reduced stigma towardpeople with OUD and maintained participants' willingness to respond to an opioid overdose.These results support the incorporation of an abbreviated, periodic OOART reinforcement video into opioid overdose response training nationwide. We believe this "booster video" approach is a novel and effective method to improve healthcare professionals' and medical student preparedness to render appropriate care to people with OUD.

Knowledge, Attitudes, and Perceptions of Artificial Intelligence in Healthcare Among Medical Students at Sultan Qaboos University.

Background Artificial intelligence (AI) is increasingly used in healthcare, but more data are needed about the knowledge, perceptions, attitudes, and preparedness of medical students in Oman towards this technology. This study aimed to investigate these aspects among clinical-year medical students at Sultan Qaboos University. Methodology A web-based validated exploratory questionnaire adapted from a study conducted at the University of Toronto was distributed to all clinical year (phase III) medical students at Sultan Qaboos University. The questionnaire collected demographic and background information, tested students' knowledge of AI, and assessed their perceptions and attitudes toward it. The data were analyzed using the Statistical Package for Social Sciences (SPSS, IBM Corp., Armonk, NY). Results A total of 221 out of 368 clinical-year medical students (60%) completed the survey. Most respondents were in their junior clerkship year (n = 94, 42.5%). Most students (n = 167, 75.4%) had no prior exposure to AI in healthcare, with a median knowledge score of 3.25 out of 5 in AI, and showed no improvement over the years. However, they overall had positive perceptions and attitudes towards AI. Students also had concerns about the impact of AI on employment prospects and ethical issues but were generally receptive to incorporating AI into medical school curricula, as 174 students (78.7%) believed every medical trainee should receive training on AI competencies. Conclusion This study provides valuable insights into the knowledge, perceptions, attitudes, and preparedness of medical students in Oman toward AI in healthcare. Medical educators in Oman should consider incorporating AI into medical school curricula to prepare future physicians for using this technology in healthcare.

Readiness of Medical Students to Care for Diverse Patients: A Validated Assessment of Cross-Cultural Preparedness, Skills, and Curriculum.

Effective cross-cultural care is foundational for mitigating health inequities and providing high-quality care to diverse populations. However, medical school teaching practices vary widely, and learners have limited opportunities to develop these critical skills. To understand the current state of cross-cultural education and to identify potential opportunities for improvement, we disseminated a validated survey instrument among medical students at a single institution. Learners across 4 years of medical school participated in the cross-cultural care assessment, using a tool previously validated with resident physicians and modified for medical students. The survey assessed medical student perspectives on (1) preparedness, (2) skillfulness, and (3) educational curriculum and learning environment. Cross-sectional data were analyzed by class year, comparing trends between school years. Of 700 possible survey responses, we received 260 (37% response rate). Fourth-year students had significantly higher scores than first-year students (p<0.05) for 7 of 12 preparedness items and 4 of 9 skillfulness items. Less than 50% of students indicated readiness to deliver cross-cultural care by their fourth year in 9 of 12 preparedness items and 6 of 9 skillfulness items. Respondents identified inadequate cross-cultural education as the primary barrier. Medical students reported a lack of readiness to provide cross-cultural care, with self-assessed deficiencies persisting through the fourth year of medical school. Medical educators can use data from the cross-cultural care survey to longitudinally assess students and enhance curricular exposures where deficiencies exist. Optimizing cross-cultural education has the potential to improve the learning environment and overall patient care.

Key aspects of teaching that affect perceived preparedness of medical students for transition to work: insights from the COVID-19 pandemic.

The self-perceived preparedness of medical students to transition into practising junior doctors has implications for patient safety, graduate well-being and development of professional identity. To examine the impact of changes to final-year education and placements and determine key elements that contribute to self-perceived preparedness for transition to work. An online survey among final-year medical students at one Australian medical school in 2020 (the cohort most affected by the coronarvirus disease 2019 [COVID-19] pandemic), exploring overall self-perceived preparedness and specific competencies, including questions in previous Australian Medical Council/Medical Board of Australia annual national surveys. Quantitative and qualitative content analyses were performed. Thirty-three percent of eligible participants completed the survey. There was a significant decline in overall self-perceived preparedness among participants (mean preparedness, 3.55 ± 0.88) compared with 2019 graduates from the same medical school (mean preparedness, 4.28 ± 0.64, P < 0.001) and the national average (mean preparedness, 3.81 ± 0.93, P = 0.04). There was a decline in self-perceived preparedness for all specific competencies, with complex competencies more greatly affected. Qualitative content analysis of free text responses identified limitations of an online compared with a face-to-face formal education program and specific aspects of placements, which contribute to perceived preparedness. The current study highlights key aspects of clinical placements and formal teaching programs that contribute to perceptions of preparedness for transition to clinical practice. Relevant experiential learning in the clinical setting, opportunities for deliberate practice of necessary skills (in simulation and the clinical setting) and reflective opportunities from formal teaching programs contribute to perceived preparedness and are important elements to be included in the final phase of any medical program.

Readiness of Medical Students for Self-Directed Learning under Competency based Medical Education – A Cross-sectional Study

Abstract Introduction: National Medical Commission (NMC) has introduced Competency-Based Medical Education (CBME) for undergraduates (UG) of medical stream in India. Self-directed Learning (SDL) has become a vital part of CBME curriculum, such that NMC mentions some SDL hours can go beyond office hours if required. Therefore, assessing SDL becomes important among the UG medical students (MBBS). Objectives: To assess the readiness towards SDL method among the medical students under CBME curriculum and to find out the factors associated with their readiness towards SDL method. Subjects and Methods: It was a cross-sectional study conducted among the MBBS students under CBME curriculum studying at PESIMSR, Kuppam. All the 300 students were included with 241 participating in the study. Abridged Fisher’s 29 item SDL readiness scale was used. Data were compiled and analyzed using the SPSS (version 23.0; SPSS Inc., Chicago, IL, USA). Results: Among 241 students, the SDL readiness was found be below average, average and above average in 2%, 66% and 32% respectively. The above average category of SDL readiness was higher (36.07%) among the 1st CBME batch of students than compared to the 2nd batch (27.7%). SDL was found to be statistically significantly associated (P &lt; 0.05) with age, mode of admission, parents’ involvement in the learning process, stress in life and self-confidence of the students. Conclusion: The readiness to undergo SDL varies from student to student. Therefore, understanding their readiness is necessary to sensitize them regarding SDL method. By this, the students can achieve the SDL-based competencies in a better way.

The Impact of High-fidelity Simulations on Medical Student Readiness.

Simulation is a key aspect of the military unique curriculum at the Uniformed Services University (USU). The Department of Military and Emergency Medicine conducts rigorous high-fidelity simulations for military medical students during each year of their medical school training: Patient Experience (first year), Advanced Combat Medical Experience (second year), Operation Gunpowder (third year), and Operation Bushmaster (fourth year). There is currently a gap in the professional literature regarding students' progression through each of these simulations. This study, therefore, explores the experiences of military medical students at USU in order to understand how they learn and develop as they progress through these high-fidelity simulations. Using a grounded theory approach to qualitative research design, we analyzed qualitative data from 400 military medical students across all four years of military school who participated in the four high-fidelity simulations during 2021-2022. Our research team used open and axial coding to categorize the data and to make connections between each of these categories, which we articulated in a theoretical framework and illustrated in a consequential matrix. This research was approved by the Institutional Review Board at USU. During Patient Experience, the first-year medical students described the stress, chaos, and lack of resources that military physicians face as they experienced the realism of the operational environment. Later at Advanced Combat Medical Experience, the second-year medical students practiced their medical skills hands-on for the first time in the simulated stressful operational environment. As a result, they gained confidence and began to formulate their professional identity. Next, at Operation Gunpowder, the third-year medical students advanced to more complex tactical field care as they performed prolonged casualty care, forward resuscitative care, forward resuscitative surgical care, and en route care as a team, often revealing gaps in their knowledge that needed to be filled. During the capstone simulation, Operation Bushmaster, the fourth-year medical students closed these gaps and solidified their professional identity as leaders and physicians, culminating in a strong confidence regarding their readiness for their first deployment. Each of the four high-fidelity simulations impacted the students in unique ways as they were incrementally challenged to practice and build upon their knowledge, skills, and abilities related to combat casualty care, teamwork, and leadership in the operational environment. As they completed each of the simulations, their skills improved, confidence grew, and professional identity solidified. Therefore, completing these rigorous simulations progressively over the course of 4 years of medical school appears to be a vital process and foundation for the deployment readiness of early-career military physicians.

Preparedness of medical students to provide nutrition care following a nutrition education intervention

BackgroundGlobally, 71% of deaths are due to non-communicable diseases (NCDs) of which 77% of these deaths occur in low-and-middle income countries. Nutrition is an important contributor to the occurrence, progression and management NCDs. Health care professionals’ promotion of the adoption of healthy dietary habits among individuals has been shown to reduce the occurrence of NCDs. We assessed the effects of a nutrition education intervention on medical students’ self-perceived preparedness to provide nutrition care.MethodsWe administered a pre, post and four-weeks follow-up questionnaire to second year medical students who participated in a nutrition education intervention that adapted varied teaching and learning activities. Outcomes were self-perceived preparedness, relevance of nutrition education and perceived need for further training in nutrition. Repeated measures and Friedman tests were used to assess differences in mean scores across pre, post and 4-weeks follow up assessment based on p < 0.5 at 95% confidence interval.ResultsThe proportion of participants who felt prepared to provide nutrition care increased significantly (p = 0.001) from 38% (n = 35) at baseline to 65.2% (n = 60) immediately post-intervention and to 63.2% (n = 54) at 4-weeks follow-up. At baseline, 74.2% (n = 69) of the students perceived nutrition education to be relevant to their future career as medical doctors which increased to 85% (n = 78) immediately after the intervention (p = 0.026) and to 76% (n = 70) 4-weeks follow-up. The proportion of participants who reportedly said they will benefit from further training in nutrition increased from 63.8% (n = 58) at pre-intervention to 74.0% (n = 68) at post-intervention (p = 0.016).ConclusionAn innovative, multiple-strategy nutrition education intervention can improve medical students’ self-perceived preparedness to provide nutrition care.

Sub-internship Simulation Curriculum to Enhance Medical Student Preparedness for Practice

Sub-internship Simulation Curriculum to Enhance Medical Student Preparedness for Practice

Perception and Preparedness of Medical Students Towards the Health Care Needs Of LGBTQIA+ Community: A Cross-Sectional Study in Vadodara, Western India

Introduction: The legalization of LGBTQIA+ community will bring a new stream of patients and their specific issues to healthcare community. Despite getting their place in society, they face discrimination and stigma from healthcare professionals, which will roadblock them from accessing healthcare. This study aims to document the perception of upcoming healthcare providers towards the LGBTQIA+ community and their preparedness to address their healthcare needs. Methodology: A cross-sectional survey conducted among 299 final MBBS students and Interns during “Pride month” June, 2022. An investigator-designed, validated, pre-tested, semi-structured questionnaire using Google forms, documented sexual-orientation of participants and their existing knowledge, attitude and practice towards the healthcare needs of LGBTQIA+ community. Results: Total 299 participants were enrolled, having a Response Rate of 94.9% (315 total participants). Proportion of female and male was 44.8% and 54.8% as sex (biological) respectively and 54.5% of participants identified themselves as man and 44.8% as woman as gender. Awareness about LGBTQIA+ community was among 98.33% of the participants. Mean Knowledge, Attitude and Practice Scores were 18.4 +2.7, 80.5 +12.4 and 31.4 +5.9, respectively and were positively correlated to each other. Female participants scored significantly higher, statistically than male participants in knowledge, attitude and practice domains. Conclusion: Despite of good knowledge and positive attitude toward LGBTQIA+ people, pockets of ignorance and discomfort reside among medical undergraduates and interns.

Medical artificial intelligence readiness of medical students in Turkiye

Medical artificial intelligence readiness of medical students in Turkiye

Interactive Online Student Guide Increases Medical Student Preparedness for Surgery Clerkship

Harris, James B BS; George, Jordan A BS; Willis, Joseph G BS; Bolus, Vincent G BS; Warner, Jeffrey D BS; Lucy, Adam MD; Tariq, Marvi MD; Jiang, Kelley BS; Abraham, Peter MD; Fazendin, Jessica Marie MD Author Information

A qualitative assessment of medical students’ readiness for virtual clerkships at a Qatari university during the COVID-19 pandemic

BackgroundThis study aims to qualitatively examine the readiness of medical students to change to virtual clerkship (VC) during the pandemic, from both the faculty and students’ perspectives.MethodsA qualitative study was conducted based on the framework of readiness to change. Focus group discussions with students, and semi-structured interviews with clinical faculty members were done using appropriate online platforms. Transcripts were then analyzed using inductive-deductive approach.ResultsTwelve themes emerged which are (1) Perceptions about the university’s decision and its communication to students, (2) A Perceived lack of clinical experience, (3) Students’ role as members of the medical team facing the pandemic, (4) Student safety, (5) Quality and design of VC and the skills it offered, (6) Belief in own ability to succeed in the VC, (7) Confidence that VC would reach its goals, (8) New enhanced learning approaches, (9) Preparing students for new types of practice in the future (10) Acquired skills, 11) Academic support and communication with faculty and college, and 12) Psychological support. Medical students showed limited readiness to undertake a virtual clerkship and not play their role as healthcare professionals during the pandemic. They perceived a huge gap in gaining clinical skills virtually and asked for a quick return to training sites.ConclusionMedical students were not ready for virtual clerkships. There will be a need to integrate novel learning modalities such as patient simulations and case-based learning in order to meet future demands of the medical profession and enhance the efficiency of virtual clerkships.

Assessing Self-Reported Readiness of Medical Students transitioning to Clinical Clerkship at the University of Ottawa

Introduction: The transition from pre-clerkship to clinical clerkship is a pivotal moment for medical students. Curricular improvements can be made to better prepare students for clerkship. We collected student feedback to generate recommendations for improvement with regard to clerkship preparedness at the University of Ottawa Faculty of Medicine.&#x0D; Methods: We created a pre- and post-clerkship transition survey for medical students at the University of Ottawa Faculty of Medicine. The groups assessed were from different cohorts. Likert-type and open ended questions were used. The survey was open from October 10 to October 31, 2020. Microsoft Excel 2016 was used for data analysis.&#x0D; Results: We obtained 176 respondents (37% response rate), of which 158 provided consent and completed the survey. Students in the post-transition group were less anxious about the transition to clerkship, compared to their pre-transition colleagues, with the most significant difference being completing a thorough history and physical examination (2.9/5.0 vs. 3.3/5.0, p&lt;0.05). The two main stressors for incoming clerks were inadequate clinical skills training in pre-clerkship and lack of clarity around clerkship roles, responsibilities, and expectations.&#x0D; Conclusion: Improvements can be made in pre-clerkship through the integration of small-group orientation sessions, formative OSCEs, accelerated review of pre-clerkship material, and clerkship simulation sessions to facilitate a seamless transition to clerkship at the University of Ottawa.