E A deLahunta1, J Bazarian. 1. Department of Emergency Medicine, University of Rochester Medical Center, NY 14642, USA. elizabeth delahunta@urmc.rochester.edu
Abstract
OBJECTIVE: To determine whether there is a significant difference between educational opportunities for fourth-year medical students rotating at a university hospital (UH) compared with several community hospitals (CHs) during a mandatory emergency medicine (EM) clerkship. METHODS: A self-reported clinical tool was completed in real time by each student rotating for 2 weeks at the UH and 2 weeks at 1 of 4 CHs (3 affiliated and 1 unaffiliated). Students are required to document the number of patients seen and the number of procedures performed on each of 20 six-hour shifts. They rated the EM attending clinical teaching by site using a 5-point scale at the end of the clerkship. RESULTS: Most (95%) of the 87 students in the 7 clerkship blocks of the 1996-97 academic year rotated at the UH and a CH. Most (71%) students rated both the UH and the CH for the quality of teaching by attendings. There was a significant difference in the mean number of patients evaluated/shift (2.2 +/- 0.10 vs 2.8 +/- 0.10, UH vs CH; p < 0.001) and the mean number of procedures performed/shift (0.36 +/- 0.04 vs 0.56 +/- 0.05, UH vs CH; p < 0.001). Attending clinical teaching scores were significantly higher (p = 0.03) at the CHs. CONCLUSIONS: The educational opportunities for students in an EM clerkship to evaluate patients and perform procedures were significantly greater at the community hospitals. Inclusion of community hospital settings in a medical student EM clerkship may optimize the clinical experience.
OBJECTIVE: To determine whether there is a significant difference between educational opportunities for fourth-year medical students rotating at a university hospital (UH) compared with several community hospitals (CHs) during a mandatory emergency medicine (EM) clerkship. METHODS: A self-reported clinical tool was completed in real time by each student rotating for 2 weeks at the UH and 2 weeks at 1 of 4 CHs (3 affiliated and 1 unaffiliated). Students are required to document the number of patients seen and the number of procedures performed on each of 20 six-hour shifts. They rated the EM attending clinical teaching by site using a 5-point scale at the end of the clerkship. RESULTS: Most (95%) of the 87 students in the 7 clerkship blocks of the 1996-97 academic year rotated at the UH and a CH. Most (71%) students rated both the UH and the CH for the quality of teaching by attendings. There was a significant difference in the mean number of patients evaluated/shift (2.2 +/- 0.10 vs 2.8 +/- 0.10, UH vs CH; p < 0.001) and the mean number of procedures performed/shift (0.36 +/- 0.04 vs 0.56 +/- 0.05, UH vs CH; p < 0.001). Attending clinical teaching scores were significantly higher (p = 0.03) at the CHs. CONCLUSIONS: The educational opportunities for students in an EM clerkship to evaluate patients and perform procedures were significantly greater at the community hospitals. Inclusion of community hospital settings in a medical student EM clerkship may optimize the clinical experience.
Authors: Dan K Kaye; Wilson W Muhwezi; Ann N Kasozi; Steven Kijjambu; Scovia N Mbalinda; Isaac Okullo; Rose C Nabirye; Hussein Oria; Lynn Atuyambe; Sarah Groves; Gilbert Burnham; Andrew Mwanika Journal: BMC Med Educ Date: 2011-03-01 Impact factor: 2.463
Authors: Christopher Kiefer; Joseph S Turner; Shelley M Layman; Stephen M Davis; Bart R Besinger; Aloysius Humbert Journal: West J Emerg Med Date: 2015-11-22