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Monday, February 27 • 10:00am - 10:45am
SUNDANCE - [Oral Presentation] 2. Students perceptions of their experiences and contributions during a longitudinal clinical immersion course for first year medical students

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10:15 AM - 10:30 AM

Students perceptions of their experiences and contributions during a longitudinal clinical immersion course for first year medical students

M. Sow, K. Osborn, S. Bereknyei Merrell, E. Schillinger, Stanford University School of Medicine
Abstract Body: INTRODUCTION: There is growing consensus that early patient experiences are an important part of medical education. At our institution, we offer an elective course that provides year-long, longitudinal clinical experiences for first-year medical students, matching students with a clinical site and mentor for one half day a week for the academic year. In 2015-16, students received training in health coaching, medication reconciliation, motivational interviewing, and change leadership, gained early insight into patient-team interactions, the healthcare system, and began to integrate their evolving skills into the clinical environment. RESEARCH QUESTION(S): What are student perceptions of the value of their experiences working with and contributing to patient health, communities and healthcare systems during an early, longitudinal clinical immersion experience? METHODS: Students were asked to complete quarterly post-course surveys. Scope was narrowed to two qualitative free-response items: 1) student experiences working with patients and communities and 2) contribution to the improvement of patient health or healthcare systems or communities. Systematic qualitative analysis was applied to summarize data and identify trends. Responses were analyzed by 2 independent analysts, compared and adjudicated for code application discrepancies. RESULTS: Of 13 participants, 12 responded to the survey at end of quarter 1, 10 at quarter 2, and 10 at quarter 3. The 64 responses gathered were parsed by quarter. Quarter 1 themes revealed the experience had positive impact on some students, while some found it a challenge to integrate themselves into clinic in a meaningful way. Variability was based on perceived level of site and team integration. Quarter 2 themes highlighted an increased student perception of patient encounters within interactions: telephone health coaching, team based practice, and discharge procedure planning skills. Most participants reported increased impact due to continued longitudinal clinical interactions, though integration remained a challenge for a subset. Quarter 3 themes elucidated an increased awareness of socio-economic impact, enhanced communication skills, sustained positive impact; healthcare system contributions more broadly remained mixed, but improving. DISCUSSION: The course aided acclimatization to clinical practice, and development of clinical and communication skills, for most students. Student perception of value varied, with more positive experiences reported by students who integrated at sites into roles that utilized patient communication skills. Additional research needs to be conducted to assess the impact of curricular and clinic onboarding improvements made in the current academic year, to better understand which variables correlate to perceived positive contribution to patient health and/or healthcare systems. 

Monday February 27, 2017 10:00am - 10:45am

Attendees (9)