Rideout Molly, Schwartz Alan, Devon Erin Pete, Burns Rebekah, Skurkis Christine M, Carter Meredith, Hartke Amanda, Raszka William V
Department of Pediatrics, Robert Larner College of Medicine at the University of Vermont, University of Vermont Children's Hospital (M Rideout and WV Raszka), Burlington, Vt.
Departments of Medical Education and Pediatrics, University of Illinois at Chicago (A Schwartz); Association of Pediatric Program Directors (A Schwartz), McLean, Va.
Acad Pediatr. 2022 Sep-Oct;22(7):1237-1245. doi: 10.1016/j.acap.2022.05.005. Epub 2022 May 13.
To determine whether participation in a pediatric boot camp during medical school was associated with higher intern performance. Secondary objectives were to determine whether participation in general boot camps, pediatric subinternships or pediatric electives was associated with higher performance.
Intern surveys and faculty performance assessments during early internship were collected from a convenience sample of pediatric residency programs. Interns completed a survey regarding participation in medical school boot camps, pediatric subinternships and pediatric electives. Faculty assessed intern performance on selected Milestone-based subcompetencies on a 5-point scale following each intern's initial inpatient rotation and results were compared between groups.
Seventeen pediatric residency programs participated. Two hundred eighty-seven interns completed the survey (69%), and faculty completed assessments on 71% of these interns. Of interns with complete faculty assessments (n = 198), 25% participated in 5 or more days of pediatric boot camp, 30% in general boot camp, and 45% in no boot camp. There were no educationally significant associations between participation in 5 or more days of pediatric boot camp, general boot camp, subinternships, or electives and intern performance. Interns completing at least 10 days of pediatric boot camp (n = 25) had slightly higher ratings for incorporating feedback and engaging in help-seeking behavior during June and July only.
Participation in pediatric boot camps, general boot camps, pediatric subinternships or electives was not associated with substantially higher intern performance as measured by selected Milestone subcompetencies. Pediatric educators should carefully consider boot camp curricula and anticipated outcomes associated with boot camp participation.
确定医学院期间参加儿科新兵训练营是否与实习医生更高的表现相关。次要目的是确定参加一般新兵训练营、儿科实习或儿科选修课程是否与更高的表现相关。
从儿科住院医师培训项目的便利样本中收集实习早期的实习医生调查和教师表现评估。实习医生完成了一项关于参加医学院新兵训练营、儿科实习和儿科选修课程的调查。教师在每个实习医生首次住院轮转后，根据选定的基于里程碑的子能力，以5分制评估实习医生的表现，并比较各组结果。
17个儿科住院医师培训项目参与其中。287名实习医生完成了调查（69%），教师对其中71%的实习医生进行了评估。在有完整教师评估的实习医生中（n = 198），25%参加了5天或更多天数的儿科新兵训练营，30%参加了一般新兵训练营，45%未参加任何新兵训练营。参加5天或更多天数的儿科新兵训练营、一般新兵训练营、实习或选修课程与实习医生表现之间在教育意义上无显著关联。完成至少10天儿科新兵训练营的实习医生（n = 25）仅在6月和7月纳入反馈和寻求帮助行为方面的评分略高。
通过选定的基于里程碑的子能力衡量，参加儿科新兵训练营、一般新兵训练营、儿科实习或选修课程与实习医生显著更高的表现无关。儿科教育工作者应仔细考虑新兵训练营课程以及与参加新兵训练营相关的预期结果。
