TY - JOUR
T1 - Managing expansions in medical students’ clinical placements caused by curricular transformation
T2 - perspectives from four medical schools: by
AU - Kraakevik, Jeff A.
AU - Beck Dallaghan, Gary L.
AU - Byerley, Julie S.
AU - Monrad, Seetha U.
AU - Davis, John A.
AU - Hammoud, Maya M.
AU - Grum, Cyril M.
AU - Carney, Patricia
N1 - Publisher Copyright:
© 2020 Informa UK Limited, trading as Taylor & Francis.
PY - 2021
Y1 - 2021
N2 - Many challenges could occur that result in the need to handle an increase in the number of medical student clinical placements, such as curricular transformations or viral pandemics, such as COVID 19. Here, we describe four different institutions’ approaches to addressing the impact of curricular transformation on clerkships using an implementation science lens. Specifically, we explore four different approaches to managing the ‘bulge’ as classes overlap in clerkships Curriculum leaders at four medical schools report on managing the bulge of core clinical placements resulting from reducing the duration of the foundational sciences curriculum and calendar shifts for the respective clerkship curriculum. These changes, which occurred between 2014 and 2018, led to more students being enrolled in core clinical rotations at the same time than occurred previously. Schools provided respective metrics used to evaluate the effectiveness of their bulge management technique. These data typically included number of students affected in each phase of their curricular transformation, performance on standardized examinations, and student and faculty feedback. Not all data were available from all schools, as some schools are still working through their ‘bulge’ or are affected by COVID-19. There is much to be learned about managing curricular transformations. Working on such endeavors in a learning collaborative such as the AMA Accelerating Change in Medical Education Initiative provided support and insights about how to survive, thrive and identifying lessons learned during curricular transformation.
AB - Many challenges could occur that result in the need to handle an increase in the number of medical student clinical placements, such as curricular transformations or viral pandemics, such as COVID 19. Here, we describe four different institutions’ approaches to addressing the impact of curricular transformation on clerkships using an implementation science lens. Specifically, we explore four different approaches to managing the ‘bulge’ as classes overlap in clerkships Curriculum leaders at four medical schools report on managing the bulge of core clinical placements resulting from reducing the duration of the foundational sciences curriculum and calendar shifts for the respective clerkship curriculum. These changes, which occurred between 2014 and 2018, led to more students being enrolled in core clinical rotations at the same time than occurred previously. Schools provided respective metrics used to evaluate the effectiveness of their bulge management technique. These data typically included number of students affected in each phase of their curricular transformation, performance on standardized examinations, and student and faculty feedback. Not all data were available from all schools, as some schools are still working through their ‘bulge’ or are affected by COVID-19. There is much to be learned about managing curricular transformations. Working on such endeavors in a learning collaborative such as the AMA Accelerating Change in Medical Education Initiative provided support and insights about how to survive, thrive and identifying lessons learned during curricular transformation.
KW - Curriculum transformation
KW - clerkship
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U2 - 10.1080/10872981.2020.1857322
DO - 10.1080/10872981.2020.1857322
M3 - Article
C2 - 33327877
AN - SCOPUS:85097608212
SN - 1087-2981
VL - 26
JO - Medical Education Online
JF - Medical Education Online
IS - 1
M1 - 1857322
ER -