Dataset Information

Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States.

ABSTRACT: We aimed to determine whether it was feasible to assess medical students as they completed a virtual sub-internship. Six students (out of 31 who completed an in-person sub-internship) participated in a 2-week virtual sub-internship, caring for patients remotely. Residents and attendings assessed those 6 students in 15 domains using the same assessment measures from the in-person sub-internship. Raters marked “unable to assess” in 75/390 responses (19%) for the virtual sub-internship versus 88/3,405 (2.6%) for the in-person sub-internship (P=0.01), most frequently for the virtual sub-internship in the domains of the physical examination (21, 81%), rapport with patients (18, 69%), and compassion (11, 42%). Students received complete assessments in most areas. Scores were higher for the in-person than the virtual sub-internship (4.67 vs. 4.45, P<0.01) for students who completed both. Students uniformly rated the virtual clerkship positively. Students can be assessed in many domains in the context of a virtual sub-internship.

SUBMITTER: Woller J

PROVIDER: S-EPMC8289686 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States.

Woller John J Tackett Sean S Apfel Ariella A Record Janet J Cayea Danelle D Walker Shannon S Pahwa Amit A

Journal of educational evaluation for health professions 20210622

We aimed to determine whether it was feasible to assess medical students as they completed a virtual sub-internship. Six students (out of 31 who completed an in-person sub-internship) participated in a 2-week virtual sub-internship, caring for patients remotely. Residents and attendings assessed those 6 students in 15 domains using the same assessment measures from the in-person sub-internship. Raters marked “unable to assess” in 75/390 responses (19%) for the virtual sub-internship versus 88/3, ...[more]

PMID: 34154038

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Project description:BackgroundThe medical school admission process is complicated, perhaps reflecting unresolved debates concerning the most important skills necessary to become an ideal physician. The Goldman Medical School at Ben-Gurion University in Israel is known for placing great emphasis on the personal attributes of candidates in addition to their academic excellence. To this end, 1-h consecutive interviews are embedded in the admission process. This study aims to determine whether there is an association between candidates' personal interview ratings and the ratings assigned to these students at the conclusion of their 6th year internal medicine sub-internship.MethodsOur study sample included 136 students who were admitted to the medical school in 2015, and who completed their 6th year internal medicine sub-internship in 2019-2020. Our data were derived from the admissions information for each candidate and from structured interviews concerning medical competence and personal traits, which were completed by medical personnel who were in contact with these students during their clinical rounds.ResultsHigher interview ratings of candidates during the admission process were associated with a higher probability that students would be evaluated as top-rated internists 6 years later (Odds Ratio (OR) = 9.4, p-value = 0.049), independent of gender (OR for male vs female = 0.2, p-value = 0.025) and age (OR = 1.3 per each year, p-value = 0.115). Although significant, the numeric difference in interview rating was relatively small (median 9.5 and 9.4 for top-rated and not top-rated internists, respectively).ConclusionsOur study shows that high personal interview ratings assigned to candidates as part of the medical school admission process are predictive of high performance ratings of students after they complete their 6th year internal medicine sub-internships. These findings demonstrate the value and importance of using semi-structured personal interviews in the medical school admission process.

Project description:BackgroundUp to 40% of young medical doctors feel that the internships prepared them insufficiently for the clinical work. This study investigated whether a Clinical Task Force (CTF) could improve internship quality.MethodsThe CTF visited internship departments with a triple-targeted approach: first, departments pre-filled a self-evaluating questionnaire; secondly, CTF visited departments to discuss the self-evaluation and previous student evaluations; and thirdly, CTF and departments agreed on several quality-improving focus points to work on after the meeting. Focus points were followed-up after three and 12 months. The impact on internship quality was assessed with departments' student evaluation scores, number of completed focus points, and the effect of completed focus points on a range of learning parameters. The CTF learned several things along the way, that potentially could affect the quality of internships. A shortlist of these was provided to illustrate unmeasurable benefits.ResultsThe CTF met with 53 out of 60 eligible departments. The CTF and departments agreed upon 197 focus points of which 64% were completed. The three most frequent categories of focus points were Introduction of the students, The departments' evaluation percentage, and The departments' function as an educational site. The mean student evaluation scores did not change significantly, but the individual evaluation parameters changed significantly in two categories. It decreased in the category regarding the students' satisfaction with the clinical lecturers and the scheduled teaching and increased in the category regarding the percentage of students evaluating the department.ConclusionThe CTF's triple-targeted approach did not increase the mean student evaluation score significantly. For departments that completed the agreed focus points, one category increased and another decreased. However, the unmeasurable benefits illustrated that CTF was a good viable linking element between the faculty, departments, and students with the potential of improving other aspects of the quality of internships.

Project description:Chat Generative Pretrained Transformer (ChatGPT) is a large language model developed by OpenAI that has gained widespread interest. It has been cited for its potential impact on health care and its beneficial role in medical education. However, there is limited investigation into its use among medical students. In this study, we evaluated the frequency of ChatGPT use, motivations for use, and preference for ChatGPT over existing resources among medical students in the United States. Data was collected from an original survey consisting of 14 questions assessing the frequency and usage of ChatGPT in various contexts within medical education. The survey was distributed via email lists, group messaging applications, and classroom lectures to medical students across the United States. Responses were collected between August and October 2023. One hundred thirty-one participants completed the survey and were included in the analysis. Of the total, 48.9% respondents responded that they have used ChatGPT in medical studies. Among ChatGPT users, 43.7% of respondents report using ChatGPT weekly, several times per week, or daily. ChatGPT is most used for writing, revising, editing, and summarizing purposes. 37.5% and 41.3% of respondents reported using ChatGPT more than 25% of the working time for these tasks respectively. Among respondents who have not used ChatGPT, more than 50% of respondents reported they were extremely unlikely or unlikely to use ChatGPT across all surveyed scenarios. ChatGPT users report they are more likely to use ChatGPT over directly asking professors or attendings (45.3%), textbooks (42.2%), and lectures (31.7%), and least likely to be used over popular flashcard application Anki (11.1%) and medical education videos (9.5%). ChatGPT is an increasingly popular resource among medical students, with many preferring ChatGPT over other traditional resources such as professors, textbooks, and lectures. Its impact on medical education will only continue to grow as its capabilities improve.

Dataset Information

Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States.

Publications

Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States.

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