Chumley Heidi, Olney Cynthia, Usatine Richard, Dobbie Alison
Department of Family Medicine, Kansas University Medical Center, Kansas City 66160, USA.
Fam Med. 2005 Jul-Aug;37(7):496-501.
Despite the move toward integrated 4-year medical school curricula, many medical schools still offer a "2+2" curriculum divided into preclinical and clinical phases. These phases represent distinct learning environments that require different learning skills. To prepare students for learning in the clinical environment of the second 2 years, many medical schools offer transitional experiences before the third-year clerkships. Few of these transitional courses have published evaluations, and there is no consensus on the ideal content. In this paper, we provide evaluation and content validity data on a 2-week intensive clinical transition course for beginning third-year medical students.
A multidisciplinary team designed, implemented, and evaluated a 2-week transition course. Students indicated through surveys how prepared they felt for 18 clinical skills. We analyzed pre- and post-survey data using a Wilcoxen rank sum test and compared current to prior students using a chi-square analysis.
Students felt more prepared for 16 of 18 skills after the transitional course and for 14 of 18 skills compared to historical controls.
A transitional course based on common skills is relevant to students' clerkship experiences and can increase students' self-reported preparedness for the clinical years of medical school.
尽管医学院校课程已向四年一体化课程转变，但许多医学院校仍采用“2+2”课程模式，分为临床前和临床阶段。这些阶段代表着不同的学习环境，需要不同的学习技能。为帮助学生为后两年的临床学习环境做好准备，许多医学院校在三年级见习前提供过渡体验课程。这些过渡课程很少有已发表的评估，对于理想的课程内容也没有达成共识。在本文中，我们提供了针对三年级医学生开设的为期两周的强化临床过渡课程的评估及内容效度数据。
一个多学科团队设计、实施并评估了一门为期两周的过渡课程。学生通过调查表明他们对18项临床技能的准备程度。我们使用Wilcoxon秩和检验分析了前后调查数据，并使用卡方分析将当前学生与之前的学生进行了比较。
与历史对照组相比，学生在过渡课程后对18项技能中的16项感觉准备更充分，对18项技能中的14项感觉准备更充分。
基于常见技能的过渡课程与学生的见习经历相关，可提高学生自我报告的对医学院临床阶段的准备程度。
