Background: Longitudinal integrated clerkships (LIC) were developed to foster learning in multiple specialties over an extended period. This allows continuity with patients and a faculty preceptor, and creates a sense of belonging with other LIC students. Students also participate in short inpatient courses, which can be a difficult transition with inter-professional providers and multi-level learners. Evaluations by residents and LIC students at our institution have highlighted frustration with this lack of team building and connectivity with residents.
Methods: The purpose of this study is to assess the feasibility of a pilot program pairing resident/faculty preceptors in a LIC program. Three students were each paired with a resident/faculty team. Approximately ten sessions were split evenly between the faculty outpatient setting and resident duties. LIC students participating in the pilot, traditional LIC students, and residents were surveyed before and after the pilot with an electronic survey technique. Historical and current student evaluations were reviewed for recurrent themes addressing integration with multiple learners. A template approach was used to analyze the qualitative data.
Results: Both students and residents perceive a need for better integration of LIC students into resident workflow and team setting. Utilizing resident and faculty pairs required more intense scheduling but was well-received. While overall satisfaction with OBGYN are excellent, there was an improvement in the pilot LIC students overall satisfaction scores compared to historical controls and their peers with only faculty preceptors. In addition, traditional LIC students expressed a desire to participate in resident/faculty pairing. Pilot LIC students seemed to have more meaningful and comprehensive feedback than non-pilot LIC students and traditional students.
Discussions: Our findings support a desire for more integration of residents into LIC clerkships. This pilot demonstrates that although scheduling is more cumbersome, integrating residents as preceptors is both feasible and acceptable. LIC students feel more integrated and residents feel more connected to them. The faculty/resident pairs gave more meaningful feedback to their student by collectively discussing student performance.
Keywords: Ambulatory Education, Curriculum Development/Evaluation, Evaluation of Clinical Performance, Interprofessional, Residents As Teachers
Topics: CREOG & APGO Annual Meeting, 2017, Student, Faculty, Clerkship Director, Clerkship Coordinator, Professionalism, Interpersonal & Communication Skills, GME, UME, Assessment,
Jeannette Lager, MD MPH, University of California, San Francisco - OBGYN; Sara Whetstone, MD; Melanie Maykin, MD; Erica Manrriquez, MD; Diana Robles, MD; Amy Autry, MD
