Adam C Frischknecht1, Margaret L Boehler2, Cathy J Schwind3, Melissa E Brunsvold4, Larry D Gruppen5, Michael J Brenner6, Linnea S Hauge7. 1. Michigan State University, College of Human Medicine, East Lansing, MI, USA; Department of Surgery, University of Michigan Medical School, Ann Arbor, MI, USA. 2. Department of Surgery, Southern Illinois University School of Medicine, Springfield, IL, USA. Electronic address: mboehler@siumed.edu. 3. Department of Surgery, Southern Illinois University School of Medicine, Springfield, IL, USA. 4. Department of Surgery, University of Michigan, Ann Arbor, MI, USA; Division of Critical Care/Acute Care Surgery, Department of Surgery, University of Minnesota Medical School, Minneapolis, MN, USA. 5. Department of Medical Education, University of Michigan Medical School, Ann Arbor, MI, USA. 6. Department of Otolaryngology - Head & Neck Surgery, University of Michigan Medical School, Ann Arbor, MI, USA. 7. Department of Surgery, University of Michigan Medical School, Ann Arbor, MI, USA; Department of Medical Education, University of Michigan Medical School, Ann Arbor, MI, USA.
Abstract
BACKGROUND: This study evaluated a simulated pages curriculum that was developed to assess communication and clinical decision making in medical students and interns. METHODS: A curriculum consisting of 14 simulated pages was administered across 5 institutions to 150 senior medical students. A 3-case subset was administered to interns who did not participate in the curriculum. Six expert surgeons identified critical fails and set passing scores for case-specific assessments using the Graphical Hofstee Method. RESULTS: Participants in the curriculum demonstrated superior clinical decision making compared with non-participants across all cases scenarios (P < .01). Average medical student scores for clinical decision making were 46.9%. Global ratings averaged 6.0 for communication and 5.2 for patient care. Passing rates averaged 46%. CONCLUSIONS: Participation in a mock page curriculum improved performance. The performance of participants based on expert standards set for simulated page performance highlight the need for innovative approaches to improve interns' preparedness to take calls.
BACKGROUND: This study evaluated a simulated pages curriculum that was developed to assess communication and clinical decision making in medical students and interns. METHODS: A curriculum consisting of 14 simulated pages was administered across 5 institutions to 150 senior medical students. A 3-case subset was administered to interns who did not participate in the curriculum. Six expert surgeons identified critical fails and set passing scores for case-specific assessments using the Graphical Hofstee Method. RESULTS:Participants in the curriculum demonstrated superior clinical decision making compared with non-participants across all cases scenarios (P < .01). Average medical student scores for clinical decision making were 46.9%. Global ratings averaged 6.0 for communication and 5.2 for patient care. Passing rates averaged 46%. CONCLUSIONS: Participation in a mock page curriculum improved performance. The performance of participants based on expert standards set for simulated page performance highlight the need for innovative approaches to improve interns' preparedness to take calls.
Authors: John Rosasco; Michele L McCarroll; M David Gothard; Jerry Myers; Patrick Hughes; Alan Schwartz; Richard L George; Rami A Ahmed Journal: J Med Educ Curric Dev Date: 2020-07-02
Authors: Adina Kalet; Sondra Zabar; Demian Szyld; Steven D Yavner; Hyuksoon Song; Michael W Nick; Grace Ng; Martin V Pusic; Christine Denicola; Cary Blum; Kinga L Eliasz; Joey Nicholson; Thomas S Riles Journal: Adv Simul (Lond) Date: 2017-08-14
Authors: Rami A Ahmed; Michele L McCarroll; Alan Schwartz; M David Gothard; S Scott Atkinson; Patrick G Hughes; Jose Ramon Cepeda Brito; Lori Assad; Jerry G Myers; Richard L George Journal: MDM Policy Pract Date: 2017-06-19