Len Kyra A, Gavero Gretchenjan C, Savala Michael C, Hishinuma Earl S
Department of Pediatrics, John A. Burns School of Medicine, University of Hawai'i, Honolulu, HI USA.
Department of Psychiatry, John A. Burns School of Medicine, University of Hawai'i, Honolulu, HI USA.
Med Sci Educ. 2020 Feb 21;30(1):187-195. doi: 10.1007/s40670-019-00848-5. eCollection 2020 Mar.
A "boot camp" or senior preparatory course can help to bridge the gap between knowledge and skills attained in required clerkships and residency expectations. An under-researched area is in interventions across specialties and with student confidence as the outcome.
A multi-specialty school-wide boot camp for 4th year medical students was evaluated with a curriculum that focused on specialty milestones and entrustable professional activities and the importance of student confidence as an outcome.
A school-wide "boot camp" was developed to help 4th year students become ready for their matched specialty. Faculty resources were pooled to teach students from multiple specialties' common milestone topics. Surveys were collected from 3 academic years (2014-2015 to 2016-2017): pre-boot camp (Pre), immediately post-boot camp (Post 1), and 3 months after starting residency (Post 2). Dependent -tests were employed to determine pre-post differences.
Over the 3-year study period, 185 students participated in boot camp, 162 (87.6%) completed the first 2 surveys, and 75 (40.5%) students provided data at all 3 points in time. With more robust findings between Pre and Post 1, students improved their confidence level in communicating with families and most specialty skills, and students felt more prepared to be an intern as a result of the boot camp.
The robust increase in student confidence suggested that a multi-specialty, school-wide approach to a capstone curriculum should be considered by medical schools, which will not only benefit students but faculty as well. Future research should examine student competence in achieving specialty skills.
“新兵训练营”或高级预科课程有助于弥合必修临床实习所获知识与技能与住院医师期望之间的差距。一个研究不足的领域是跨专业干预以及以学生信心为结果的研究。
对面向四年级医学生的全校多专业新兵训练营进行评估，其课程侧重于专业里程碑和可托付的专业活动，并将学生信心作为一项重要成果。
开展全校范围的“新兵训练营”，以帮助四年级学生为其匹配的专业做好准备。整合教师资源，教授来自多个专业的共同里程碑主题的学生。收集了三个学年（2014 - 2015年至2016 - 2017年）的调查数据：新兵训练营前（Pre）、新兵训练营结束后立即（Post 1）以及开始住院医师培训3个月后（Post 2）。采用配对t检验来确定前后差异。
在为期3年的研究期间，185名学生参加了新兵训练营，162名（87.6%）完成了前两项调查，75名（40.5%）学生在所有三个时间点都提供了数据。在Pre和Post 1之间有更显著的结果，学生在与家属沟通和大多数专业技能方面的信心水平有所提高，并且由于新兵训练营，学生感觉自己更有准备成为一名实习生。
学生信心的显著提高表明医学院校应考虑采用全校多专业的顶点课程方法，这不仅将使学生受益，也将使教师受益。未来的研究应考察学生在实现专业技能方面的能力。
