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Impact of Resident-Paired Schedule on Medical Student Education and Impression of Residency Programs

INTRODUCTION: Clinical rotations in emergency medicine (EM) can be challenging for medical students because of the lack of continuity with attending physicians. To overcome this challenge, institutions have started to match a student’s schedule with that of a resident, referred to as “paired shifts....

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Autores principales: Mansour, Ibrahim, Dyer, Sean, Chhabra, Neeraj
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Department of Emergency Medicine, University of California, Irvine School of Medicine 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7806323/
https://www.ncbi.nlm.nih.gov/pubmed/33439797
http://dx.doi.org/10.5811/westjem.2020.12.48761
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author Mansour, Ibrahim
Dyer, Sean
Chhabra, Neeraj
author_facet Mansour, Ibrahim
Dyer, Sean
Chhabra, Neeraj
author_sort Mansour, Ibrahim
collection PubMed
description INTRODUCTION: Clinical rotations in emergency medicine (EM) can be challenging for medical students because of the lack of continuity with attending physicians. To overcome this challenge, institutions have started to match a student’s schedule with that of a resident, referred to as “paired shifts.” We sought to pilot and compare two schedule formats for fourth-year medical students (MS4) – a resident-paired shifts (RPS) and a traditional resident-unpaired shifts (RUS) schedule. METHODS: This prospective, crossover trial included MS4s rotating in the emergency department over four consecutive four-week blocks. Each MS4 was assigned two weeks using the RUS schedule and two weeks with the RPS schedule, alternating the format order each month. At the end of the rotation students were anonymously surveyed regarding the differences in learning experience, their ability to showcase their knowledge and clinical skills, and familiarity with the residency program with the two formats. RESULTS: The response rate was 47 of 58 students (84%). Respondents indicated that RPS resulted in more teaching time (64.6% RPS vs 8.3% RUS), a better overall educational experience (68.8% RPS vs 8.3% RUS), and a greater ability to showcase their medical knowledge (52.1% RPS vs 6.3% RUS). Additionally, students felt that the program was better able to evaluate them (66.7% RPS vs 10.4% RUS) and they were better able to better evaluate the program (66.7% RPS vs 6.3% RUS) in the RPS format. CONCLUSIONS: When compared to traditional RUS during an MS4 rotation, a RPS format provided students with the perception of an improved learning experience, ability to showcase knowledge, and familiarity with the residency program without sacrificing teaching from attending physicians.
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spelling pubmed-78063232021-01-21 Impact of Resident-Paired Schedule on Medical Student Education and Impression of Residency Programs Mansour, Ibrahim Dyer, Sean Chhabra, Neeraj West J Emerg Med Original Research INTRODUCTION: Clinical rotations in emergency medicine (EM) can be challenging for medical students because of the lack of continuity with attending physicians. To overcome this challenge, institutions have started to match a student’s schedule with that of a resident, referred to as “paired shifts.” We sought to pilot and compare two schedule formats for fourth-year medical students (MS4) – a resident-paired shifts (RPS) and a traditional resident-unpaired shifts (RUS) schedule. METHODS: This prospective, crossover trial included MS4s rotating in the emergency department over four consecutive four-week blocks. Each MS4 was assigned two weeks using the RUS schedule and two weeks with the RPS schedule, alternating the format order each month. At the end of the rotation students were anonymously surveyed regarding the differences in learning experience, their ability to showcase their knowledge and clinical skills, and familiarity with the residency program with the two formats. RESULTS: The response rate was 47 of 58 students (84%). Respondents indicated that RPS resulted in more teaching time (64.6% RPS vs 8.3% RUS), a better overall educational experience (68.8% RPS vs 8.3% RUS), and a greater ability to showcase their medical knowledge (52.1% RPS vs 6.3% RUS). Additionally, students felt that the program was better able to evaluate them (66.7% RPS vs 10.4% RUS) and they were better able to better evaluate the program (66.7% RPS vs 6.3% RUS) in the RPS format. CONCLUSIONS: When compared to traditional RUS during an MS4 rotation, a RPS format provided students with the perception of an improved learning experience, ability to showcase knowledge, and familiarity with the residency program without sacrificing teaching from attending physicians. Department of Emergency Medicine, University of California, Irvine School of Medicine 2021-01 2020-12-19 /pmc/articles/PMC7806323/ /pubmed/33439797 http://dx.doi.org/10.5811/westjem.2020.12.48761 Text en Copyright: © 2021 Mansour et al. http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed in accordance with the terms of the Creative Commons Attribution (CC BY 4.0) License. See: http://creativecommons.org/licenses/by/4.0/
spellingShingle Original Research
Mansour, Ibrahim
Dyer, Sean
Chhabra, Neeraj
Impact of Resident-Paired Schedule on Medical Student Education and Impression of Residency Programs
title Impact of Resident-Paired Schedule on Medical Student Education and Impression of Residency Programs
title_full Impact of Resident-Paired Schedule on Medical Student Education and Impression of Residency Programs
title_fullStr Impact of Resident-Paired Schedule on Medical Student Education and Impression of Residency Programs
title_full_unstemmed Impact of Resident-Paired Schedule on Medical Student Education and Impression of Residency Programs
title_short Impact of Resident-Paired Schedule on Medical Student Education and Impression of Residency Programs
title_sort impact of resident-paired schedule on medical student education and impression of residency programs
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7806323/
https://www.ncbi.nlm.nih.gov/pubmed/33439797
http://dx.doi.org/10.5811/westjem.2020.12.48761
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