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Sunday, February 26 • 12:45pm - 1:30pm
SUNDANCE - [Oral Presentation] 1. The role of third year clerkship students and the potential for change

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12:45 PM - 1:00 PM

The role of third year clerkship students and the potential for change

C. Burke, D.E. Masters, P.S. O'Sullivan, L. Sheu, University of California, San Francisco
Abstract Body: Introduction Preclerkship medical education has undergone extensive reform and the clinical years are growing targets for curricular innovation. Perceptions of the third year medical student (MS3) role vary and are not standardized across clerkships or clinical sites. UCSF is implementing a new undergraduate medical curriculum emphasizing inquiry skills and systems knowledge in the preclerkship years. Understanding the perspective of clinical rotation leadership regarding the current role of MS3s may facilitate evolution and redefining of traditional MS3 roles within a novel curriculum. Research Question(s) What is the current role of the MS3? What factors influence this role? What is the potential for MS3 roles to change, particularly in the context of preclinical curricular change? Methods In this qualitative exploratory study, we interviewed current clerkship directors and site directors for eight core clerkships using semi-structured questions regarding the current MS3 role, factors contributing to the role, and the potential for changing the role in the context of curricular reform. Through an iterative consensus building process, themes relevant to the three research questions were identified. Results Twenty-three clerkship directors and site directors participated. Preliminary results reveal that the MS3 role is determined by intrinsic student-specific factors, supervisor-specific factors, and system constraints. The MS3 role is considered unique and adds value to teams through team-patient communication and inquiry tasks. The role is considered authentic and workplace learning is enhanced when the student is able to function as a “mini-resident,” assisting with patient care tasks. Directors’ positive perceptions of a novel curriculum are associated with identification of new and expanded MS3 roles, such as engagement in interdisciplinary collaboration and care transitions, or formalizing sharing of learning topics with the team; neutral or negative perceptions are associated with concerns about further systems constraints or deviation from traditional clinical skills and knowledge acquisition. Discussion The MS3 role allows students unique opportunities to engage in communication and inquiry tasks as they move towards more central and traditional team roles as “mini-residents.” While system constraints understandably limit the MS3 role, the role is inconsistent and largely determined by individual students and supervisors. Directors’ historical perspectives and reliance on tradition may hinder them from expanding the MS3 role to capitalize on new skills developed within a reformed preclinical curriculum. Thoughtful and deliberate engagement of directors is required to assist in envisioning changes to MS3 roles that utilize novel skills in training 21st century physicians. Target Audience Medical educators, medical students 



Sunday February 26, 2017 12:45pm - 1:30pm
SUNDANCE

Attendees (13)