M.R.H. Castro is a third-year medical student, University of California San Francisco School of Medicine, San Francisco, California; ORCID: https://orcid.org/0000-0002-2085-4893 .
L.M. Calthorpe is a third-year medical student, University of California San Francisco School of Medicine, San Francisco, California; ORCID: https://orcid.org/0000-0002-0496-9471 .
Acad Med. 2021 Dec 1;96(12):1671-1679. doi: 10.1097/ACM.0000000000004148.
In response to the COVID-19 pandemic, many medical schools suspended clinical clerkships and implemented newly adapted curricula to facilitate continued educational progress. While the implementation of these new curricula has been described, an understanding of the impact on student learning outcomes is lacking. In 2020, the authors followed Kern's 6-step approach to curricular development to create and evaluate a novel COVID-19 curriculum for medical students at the University of California San Francisco School of Medicine and evaluate its learning outcomes. The primary goal of the curriculum was to provide third- and fourth-year medical students an opportunity for workplace learning in the absence of clinical clerkships, specifically for students to develop clerkship-level milestones in the competency domains of practice-based learning and improvement, professionalism, and systems-based practice. The curriculum was designed to match students with faculty-mentored projects occurring primarily in virtual formats. A total of 126 students enrolled in the curriculum and completed a survey about their learning outcomes (100% response rate). Of 35 possible clerkship-level milestones, there were 12 milestones for which over half of students reported development in competency domains including practice-based learning and improvement, professionalism, and interpersonal and communication skills. Thematic analysis of students' qualitative survey responses demonstrated 2 central motivations for participating in the curriculum: identity as physicians-in-training and patient engagement. Six central learning areas were developed during the curriculum: interprofessional teamwork, community resources, technology in medicine, skill-building, quality improvement, and specialty-specific learning. This analysis demonstrates that students can develop competencies and achieve rich workplace learning through project-based experiential learning, even in virtual clinical workplaces. Furthermore, knowledge of community resources, technology in medicine, and quality improvement was developed through the curriculum more readily than in traditional clerkships. These could be considered as integral learning objectives in future curricular design.
针对 COVID-19 大流行，许多医学院暂停了临床实习，并实施了新改编的课程，以促进教育的持续进步。虽然已经描述了这些新课程的实施情况，但缺乏对学生学习成果的影响的了解。2020 年，作者遵循 Kern 的 6 步课程开发方法，为加利福尼亚大学旧金山医学院的医学生创建和评估了一门新的 COVID-19 课程，并评估了其学习成果。该课程的主要目标是为三、四年级医学生提供在没有临床实习的情况下进行工作场所学习的机会，特别是让学生在实践学习和改进、专业精神和基于系统的实践等能力领域发展实习水平的里程碑。该课程旨在将学生与以虚拟形式为主的教师指导项目相匹配。共有 126 名学生注册了该课程，并完成了一份关于他们学习成果的调查（响应率为 100%）。在 35 个可能的实习水平里程碑中，有 12 个里程碑，超过一半的学生报告在实践学习和改进、专业精神和人际交往和沟通技巧等能力领域取得了发展。对学生定性调查答复的主题分析表明，参与课程的有两个主要动机：作为医学生的身份认同和患者参与。在课程中开发了六个中心学习领域：跨专业团队合作、社区资源、医学技术、技能培养、质量改进和专业特定学习。这项分析表明，即使在虚拟临床工作场所，学生也可以通过基于项目的体验式学习来发展能力和获得丰富的工作场所学习。此外，通过课程更容易获得社区资源、医学技术和质量改进方面的知识，而不是在传统实习中。这些可以被视为未来课程设计中的固有学习目标。
