Students Undergoing a Bridge to Internship (SUB-I): A Successful Preparatory Educational Model for Upcoming Pediatric Interns

• मुख्य लेखकों: Joshua Noe (लेखक), Jane Machi (लेखक), Kris Saudek (लेखक), Anoop Singh (लेखक), Alecia Huettl (लेखक), Angela Bier (लेखक), Becky Buelow (लेखक), Robert Treat (लेखक), Sajani Tipnis (लेखक)
• स्वरूप: पुस्तक
• प्रकाशित: Association of American Medical Colleges, 2014-09-01T00:00:00Z.
• विषय: article
• ऑनलाइन पहुंच: Connect to this object online.
• Notes: 10.15766/mep_2374-8265.9892; 2374-8265
• Keywords: Curriculum; Simulation; Subinternship; Pediatrics (MeSH); Medicine (General); R5-920; Education; L
• Source: MedEdPORTAL, Vol 10 (2014)

Abstract This resource is a curriculum designed to disseminate and evaluate the skills that a senior medical student is expected to know prior to starting their pediatric residency. This curriculum, typically done during the month-long sub-internship, consists of three parts. Prior to their sub-internship, students watch an online video on how to care transition a patient. During the first week of their sub-internship, students participated in three 1-hour interactive workshops teaching organization skills, presentation skills, and professionalism/communication skills. During the last week of their sub-internship, students underwent five objective structured clinical exams (OSCEs), the latter two of which used simulation. Feedback was given at the end of the OSCEs. This resource includes the care transition tool our institution uses, two videos that demonstrate to the learner the improper way and the proper way to use the care transition tool, the materials need for the three workshops, and five OSCE station instructions and resources. This curriculum was studied over the course of 2 years. Pre- and postcurriculum confidence surveys based on the skills taught showed that learners increased their confidence in each of the curriculums areas. In addition, final evaluations were given to the learners asking them to assess the effectiveness of each component in increasing their knowledge in each of the six ACGME competencies. Each component was viewed as favorable in all six of the ACGME competencies.