Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, NY, USA.
Office of Academic Affairs, Northwell Health, New Hyde Park, NY, USA.
Med Educ Online. 2022 Dec;27(1):2114864. doi: 10.1080/10872981.2022.2114864.
Despite the many clerkship models of medical education, all can be considered a form of experiential learning. Experiential learning is a complex pedagogical approach involving the development of cognitive skills in an environment with a unique culture with multiple stakeholders, which may impact learner motivation, confidence, and other noncognitive drivers of success. Students may delay the transition to the clerkship year for myriad reasons, and the intricate nature of experiential learning suggested this may impact student performance. This retrospective, observational study investigated the impact of clerkship postponement by measuring subsequent clerkship performance. Pre-clerkship and third-year clerkship performance were analyzed for three cohorts of students (classes of 2018, 2019, and 2020, N = 274) where students had the option to delay the start of their clerkship year. A mixed analysis of variance (ANOVA) and paired t-tests were conducted to compare academic performance over time among students who did and did not delay. Across three cohorts of students, 12% delayed the start of the clerkship year (N = 33). Regardless of prior academic performance, these students experienced a significant reduction in clerkship grades compared to their non-delaying peers. Delaying the start of the clerkship year may have negative durable effects on future academic performance. This information should be kept in mind for student advisement.
尽管医学教育有许多实习模式，但它们都可以被视为一种体验式学习。体验式学习是一种复杂的教学方法，涉及在具有独特文化和多个利益相关者的环境中发展认知技能，这可能会影响学习者的动机、信心和其他成功的非认知驱动因素。学生可能会出于各种原因推迟进入实习年，而体验式学习的复杂性质表明这可能会影响学生的表现。这项回顾性、观察性研究通过衡量随后的实习表现来调查实习推迟的影响。对三个学生群体（2018 年、2019 年和 2020 年的班级，共 274 人）的预实习和第三年实习表现进行了分析，这些学生可以选择推迟实习年的开始。采用混合方差分析（ANOVA）和配对 t 检验来比较按时和推迟开始实习的学生的学习成绩随时间的变化。在三个学生群体中，有 12%的学生（n=33）推迟了实习年的开始。无论之前的学业表现如何，这些学生的实习成绩与不推迟的同龄人相比都显著下降。推迟实习年的开始可能会对未来的学业成绩产生持久的负面影响。在为学生提供建议时应考虑到这一信息。
