{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"omics_type":["Unknown"],"volume":["26(1)"],"submitter":["Consunji MV"],"funding":["report"],"pubmed_abstract":["<h4>Background</h4>The traditional model for subspecialty education in internal medicine (IM) residencies is a short inpatient consult rotation, which often lacks outpatient exposure and continuity with faculty. Our IM residency program developed a longitudinal subspecialty clinic (LSC) experience, which pairs categorical IM residents with a faculty preceptor in their subspecialty of interest. Residents work in their preceptor's clinic for one half-day per week during ambulatory blocks throughout the PGY2 year.<h4>Objective</h4>To evaluate the LSC program's educational impact and determine best practices for successful implementation. METHODS: From May to July 2019, we surveyed residents and preceptors who participated in an LSC between 2014 and 2019, gathering quantitative and qualitative data on their experiences.<h4>Results</h4>Survey response rates were 66.4% (N=93/140) for residents, 57.7% (N=15/26) for preceptors. Most residents and preceptors were very or extremely satisfied with their LSC experience (83.3% and 71.4%, respectively). Most residents and preceptors reported that the LSC experience was very or extremely effective in enabling residents to explore their subspecialty of interest (76.0%, 86.7%), form a mentoring relationship with their preceptor (71.3%, 80.0%), obtain a letter of recommendation (76.1%, 64.3%), prepare for fellowship (76.3%, 66.7%), gain exposure to outpatient subspecialty practice (90.0%, 73.3%), and gain medical knowledge (84.6%, 80.0%).<h4>Conclusions</h4>Our data showed that LSCs are effective in facilitating longitudinal subspecialty career exploration, mentorship, and education for residents. Opportunities for improvement include developing a more structured curriculum, addressing scheduling issues, and adding the option to extend the experience to the PGY3 year."],"journal":["Medical education online"],"pagination":["1955429"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC8330775"],"repository":["biostudies-literature"],"pubmed_title":["Evaluation of a longitudinal subspecialty clinic for internal medicine residents."],"pmcid":["PMC8330775"],"pubmed_authors":["Babik JM","Consunji MV","Kohlwes RJ"],"additional_accession":[]},"is_claimable":false,"name":"Evaluation of a longitudinal subspecialty clinic for internal medicine residents.","description":"<h4>Background</h4>The traditional model for subspecialty education in internal medicine (IM) residencies is a short inpatient consult rotation, which often lacks outpatient exposure and continuity with faculty. Our IM residency program developed a longitudinal subspecialty clinic (LSC) experience, which pairs categorical IM residents with a faculty preceptor in their subspecialty of interest. Residents work in their preceptor's clinic for one half-day per week during ambulatory blocks throughout the PGY2 year.<h4>Objective</h4>To evaluate the LSC program's educational impact and determine best practices for successful implementation. METHODS: From May to July 2019, we surveyed residents and preceptors who participated in an LSC between 2014 and 2019, gathering quantitative and qualitative data on their experiences.<h4>Results</h4>Survey response rates were 66.4% (N=93/140) for residents, 57.7% (N=15/26) for preceptors. Most residents and preceptors were very or extremely satisfied with their LSC experience (83.3% and 71.4%, respectively). Most residents and preceptors reported that the LSC experience was very or extremely effective in enabling residents to explore their subspecialty of interest (76.0%, 86.7%), form a mentoring relationship with their preceptor (71.3%, 80.0%), obtain a letter of recommendation (76.1%, 64.3%), prepare for fellowship (76.3%, 66.7%), gain exposure to outpatient subspecialty practice (90.0%, 73.3%), and gain medical knowledge (84.6%, 80.0%).<h4>Conclusions</h4>Our data showed that LSCs are effective in facilitating longitudinal subspecialty career exploration, mentorship, and education for residents. Opportunities for improvement include developing a more structured curriculum, addressing scheduling issues, and adding the option to extend the experience to the PGY3 year.","dates":{"release":"2021-01-01T00:00:00Z","publication":"2021 Dec","modification":"2024-02-14T13:51:31.943Z","creation":"2022-02-11T05:32:31.15Z"},"accession":"S-EPMC8330775","cross_references":{"pubmed":["34323159"],"doi":["10.1080/10872981.2021.1955429"]}}