McLean Mary E, Huls Thomas A, Cotarelo Adrian A, Husain Abbas, Park Joel C, Chan Jonathan C, So Elizabeth S, Anana Michael C, Chen Angela S, Chien Gordon K, Chung Arlene S, Cygan Lukasz D, Gupta Suman J, Kanter Marc P, Lee Eric, Mishra Diksha, Ng Kristen M, Restivo Andrew J, Russell James T, Shah Kaushal, Surles R Taylor, Kulkarni Miriam L
Department of Emergency Medicine St. John's Riverside Hospital Yonkers NY USA.
Department of Emergency Medicine Staten Island University Hospital New York NY USA.
AEM Educ Train. 2020 Aug 6;5(2):e10503. doi: 10.1002/aet2.10503. eCollection 2021 Apr.
The objective was to bridge the relative educational gap for newly matched emergency medicine preinterns between Match Day and the start of internship by implementing an Accreditation Council for Graduate Medical Education Milestone (ACGME)-based virtual case curriculum over the social media platform Slack.
We designed a Milestone-based curriculum of 10 emergency department clinical cases and used Slack to implement it. An instructor was appointed for each participating institution to lead the discussion and encourage collaboration among preinterns. Pre- and postcurriculum surveys utilized 20 statements adapted from the eight applicable Milestones to measure the evolution of preintern self-reported perceived preparedness (PP) as well as actual clinical knowledge (CK) performance on a case-based examination.
A total of 11 institutions collaborated and 151 preinterns were contacted, 127 of whom participated. After participating in the Slack intern curriculum (SIC), preinterns reported significant improvements in PP regarding multiple Milestone topics. They also showed improved CK regarding the airway management Milestone based on examination performance.
Implementation of our SIC may ease the difficult transition between medical school and internship for emergency medicine preinterns. Residency leadership and medical school faculty will benefit from knowledge of preintern PP, specifically of their perceived strengths and weaknesses, because this information can guide curricular focus at the end of medical school and beginning of internship. Limitations of this study include variable participation and a high attrition rate. Further studies will address the utility of such a virtual curriculum for preinterns and for rotating medical students who have been displaced from clinical rotations during the novel coronavirus pandemic.
通过在社交媒体平台Slack上实施基于研究生医学教育认证委员会里程碑（ACGME）的虚拟病例课程，缩小新匹配的急诊医学预实习生在配对日和实习开始之间的相对教育差距。
我们设计了一个基于里程碑的包含10个急诊科临床病例的课程，并利用Slack来实施。为每个参与机构指定一名教员来引导讨论并鼓励预实习生之间的合作。课程前后的调查使用了从八个适用的里程碑中改编的20条陈述，以衡量预实习生自我报告的感知准备情况（PP）的演变，以及在基于病例的考试中的实际临床知识（CK）表现。
共有11个机构合作并联系了151名预实习生，其中127人参与。参与Slack实习课程（SIC）后，预实习生报告在多个里程碑主题的PP方面有显著改善。基于考试成绩，他们在气道管理里程碑的CK方面也有所提高。
我们的SIC的实施可能会缓解急诊医学预实习生从医学院到实习的艰难过渡。住院医师领导和医学院教师将从预实习生PP的知识中受益，特别是他们感知到的优势和劣势，因为这些信息可以指导医学院末期和实习初期的课程重点。本研究的局限性包括参与情况不一和高流失率。进一步的研究将探讨这种虚拟课程对预实习生以及对在新型冠状病毒大流行期间被取消临床轮转的轮转医学生的效用。
