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Intern Orientation: How to Build Triage Skills Early

Purpose: To develop triage skills during intern orientation in order to bolster efficiency and confidence at the start of residency. 

 

Background: In the first month of residency, the intern is expected to quickly assimilate the nuances of clinical care and procedural skills. However, while attempting to master these competencies, an intern’s skills at triage often come only with direct experience, which leads to anxiety and inefficiency in the interim.

 

Methods: The four incoming interns of the Class of 2026 participated in a “Triage Game” as part of their intern orientation. The game consisted of fifty index cards that included common patient scenarios and intern responsibilities. Each intern drew five cards randomly and had to prioritize the cards. Immediate feedback was given by the faculty proctor. The next round, the interns were invited to ask one question of the faculty proctor regarding each card. The tasks were then prioritized by the intern and immediate feedback again given. An anonymous survey regarding the game was electronically sent out after intern orientation. 

 

Results: The interns were asked to use a Likert scale to determine their level of anxiety as well as preparedness before and after the game. Their results were analyzed using a paired t-test. The game was statistically significant at alleviating anxiety (p < 0.006). It was not statistically significant at enhancing preparedness for intern year (p =0.069). 

 

Discussions: Although this was a small sample size, the Triage Game was well received by the interns and significantly helped them with their anxiety before starting intern year. 

Topics: CREOG & APGO Annual Meeting, 2022, Student, Resident, Faculty, Clerkship Director, Osteopathic Faculty, Residency Director, Residency Coordinator, Patient Care, Medical Knowledge, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, Assessment, Simulation, Problem-Based Learning, General Ob-Gyn,

General Information


Intended
Audience
Student,Resident,Faculty,Clerkship Director,Osteopathic Faculty,Residency Director,Residency Coordinator,
Competencies
Addressed
Patient Care,Medical Knowledge,Professionalism,Systems-Based Practice & Improvement,Interpersonal & Communication Skills,Practice-Based Learning & Improvement,
Educational
Continuum
GME,
Educational
Focus
Assessment,Simulation,Problem-Based Learning,
Clinical Focus
General Ob-Gyn,

Author Information

Candice Holliday, JD/MD, University of South Alabama Health System; Nicolette Holliday, MD; Tracy Roth, MD

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