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Beyond the Clerkship: Advanced Competencies and the Senior Year of Medical School Training
Dr. David Wald, DO
Dr. Nicholas Kman, MD
@drnickkman
Objectives
Review the literature on current and future structure of the fourth year of medicine as it relates to EM.
Describe the specialization of medical students during 4th year.
Describe curricula that can be implemented to provide advanced opportunities for students in EM.
Explain the concept of Advanced Competencies in EM as they relate to Entrustable Professional Activities (EPAs).
The Past
The Past
The Past
The Present
Only 4th year constants across institutions:
Expectation that students will take USMLE Step 2
Select a specialty
Interview for residency positions.
Cosgrove, E M (02/19/2014). "Empowering Fourth-Year Medical Students: The Value of the
Senior Year". Academic medicine (1040-2446), p. 1.
The 4th Year: Purpose
Preparing for residency through increased responsibility for patient care
Making wise and judicious career choices
Creating defined time for guidance and preparation for USMLE examinations and residency interviews
Having the time to study/explore specialty in depth
Developing an understanding of different practice settings to prepare for later decisions
Having time to foster and nurture socially responsible activities and interests such as service learning
Cosgrove, E M (02/19/2014). "Empowering Fourth-Year Medical Students: The Value of the
Senior Year". Academic medicine (1040-2446), p. 1.
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Flexner, Abraham (1910), Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching, Bulletin No. 4., New York City: The Carnegie Foundation for the Advancement of Teaching, p. 346, OCLC 9795002.
The 4th Year of Medical School
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What do the Program Director’s think?
Semi structured interviews
30 PD’s, broad range of specialties
3 EM PD’s
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Common struggles of interns
Identify problems that could be better addressed in the MS IV year
Lack of self-reflection and improvement
Poor organizational skills
Underdeveloped professionalism
Weak medical knowledge
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Competencies
Competencies MS IV students should gain before staring residency
Advanced clinical reasoning
Near intern level independence
Responsibility and reliability
Ownership of patient care
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Recommended rotations
Subinternship in field in which applying
IM subinternship
IM subspecialty
Critical care
Ambulatory care
EM
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Comments from the Author – M Harper
Additional insight or comments
Curricular change is hard
Currently involved in a curricular renewal process
Most of the focus is on the 3rd year
Under consideration
All 4th year students should develop an individualized learning plan approved by a career advisor
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Expert recommendations for MS IV curriculum
English language literature review (1974-2009)
66 publications
40 – Aspects of MS IV education
26 – Overview / general reviews
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Three recurring themes
Lack of clarity about the educational purpose
Problems in curricular content and organization
Concerns about the educational quality of courses
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Lack of clarity about the educational purpose
Preparation for residency
“Preresidency syndrome”
Culmination of medical school education
Clear understanding of the objectives and competencies to be mastered by graduation
No publications on the role of the MS IV year in the preparation of the medical graduate
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Problems in curricular content and organization
Recommendations from specialty organizations
College and pathway programs
Accelerated programs
Specific MS IV courses
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Concerns about educational quality
No publications specifically addressing educational quality
Unclear course objectives
Lack of structured learning
Grade inflation
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Comments from the Author – A Walling
Additional insight or comments
ACGME policies and practices will increasingly influence medical student education
Fourth year as capstone for medical school versus preparation year for residency
Turned in favor of the pre-residency viewpoint
Other factors that increase the pressure towards using the fourth year to prepare for residency are student debt and the growing specter of unmatched US graduates
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Description of the impact of an innovative MS IV curriculum
“College Program” UCLA – implemented 2001
Improved career advising and mentoring
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College structure
Organized around a set of related specialties that share similar traits
College Chair and faculty
Delivering specific curricular activities
Advising students / mentoring
Overseeing scholarly projects
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College structure – 6 UCLA colleges
Acute Care: time-based decision-making specialties
(Anesthesia, critical care EM)
Applied Anatomy: structure-oriented fields (Surgery, radiology,
pathology)
Medical Leadership: dual-degree programs in public health or
business administration
Medical Subspecialties: subspecialties focused on clinical reasoning
and advance fellowship training
Primary Care: longitudinal care specialties (FM, IM, pediatrics)
Urban Underserved: focuses on care of underserved communities
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Comments from the Author – W Coates
Variable college sizes year to year
Yearly reallocation of resources
Interdisciplinary faculty
Mentoring junior faculty
Residents as teachers
Two tiered level of student advising / mentoring
Group / peer
Structural individual
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Comments from the Author – L Wilkerson
Senior scholarship day
Facilitated poster and oral presentations
Colleges sponsor the Special Interest Groups and electives in the preclinical years
Earlier college involvement
Colleges shifting to an earlier start date
Considering new senior year requirements
More elective time
Reviewing the role of the College Chairs in preparing the MSPE
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“Undergraduate Rotations” Listing from www.saem.org
Ultrasound, International, Disaster Medicine, Geriatric EM, Toxicology, and Pediatric EM
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What does VSAS say?
353 Electives under “Emergency Medicine”
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What does VSAS say?
353 Electives under “Emergency Medicine”
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Peds 21
Research 12
Toxicology 16
Ultrasound 24
Trauma Critical Care 5
EMS/Disaster 14
Wilderness Medicine 6
Global/International Health 4
Hyperbaric/Undersea 1
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Didactics Small group case-based discussions
Small group labs
Self-directed learning Critical care workbook
Clinical shifts (12 x 9-hour shifts) at 2 clinical sites
Critical care experience/workbook (5 days)
Exam
Students identify a critical care patient in the ED during their eve shift (2 pm – 11 pm)
Students present the case on morning teaching rounds in the ICU the next day
Repeat the eve shift, then 4 days in the ICU
Students follow their patients in ICU and complete workbook
Integrating critical care via a longitudinal experience emphasizes the importance of patient’s ED care on their hospital course and highlights importance of multidisciplinary approach
The Ohio State Experience
Currently, we have 2 “Honors” longitudinal rotations for students bound for EM
Advanced Topics in Emergency Medicine (ATEM)
Honors U/S
The Ohio State Experience
Currently, we have 2 “Honors” longitudinal rotations for students bound for EM
Advanced Topics in Emergency Medicine (ATEM)
Honors U/S
Wilderness Medicine
Global Health
Bahner, DP.; Royall, NA. “Advanced ultrasound training for fourth-year medical students: a novel training program at The Ohio State University College of Medicine.” Academic Medicine, v. 88 issue 2, 2013, p. 206-13.
Honor’s Ultrasound Requirements
Honors Ultrasound
@EDUltrasoundQA
@EDUltrasound
Facebook at OSU Ultrasound
There's an App for that!
Kman, NE., et al. “Advanced topics in emergency medicine: curriculum development and initial evaluation.” Western Journal of Emergency Medicine, v. 12 issue 4, 2011, p. 543-50.
ATEM Purpose
9 month longitudinal honors elective with goal of producing most capable and experienced residents possible.
Course Components
Teaching shifts
Journal Club
Small Group Didactic Sessions
PALS and ATLS Training
High Acuity Code Training
EMS and Emergency Preparedness Training (MedFlight)
Toxicology
Course Components
Teaching shifts
Journal Club
Small Group Didactic Sessions
PALS and ATLS Training
High Acuity Code Training
EMS and Emergency Preparedness Training (MedFlight)
Toxicology
Course Components
Teaching shifts
Journal Club
Small Group Didactic Sessions
PALS and ATLS Training
High Acuity Code Training
EMS and Emergency Preparedness Training (MedFlight)
Toxicology
Course Components
Chest Tubes
Adult and Pediatric Airway
Procedural Teaching in Clinical Skills Lab
Ultrasound
EMS Lecture/Experience
Mentorship
Research or Q/A Project
Course Components
Chest Tubes
Adult and Pediatric Airway
Procedural Teaching in Clinical Skills Lab
Ultrasound
EMS Lecture/Experience
Mentorship
Research or Q/A Project
Course Components
Chest Tubes
Adult and Pediatric Airway
Procedural Teaching in Clinical Skills Lab
Ultrasound
EMS Lecture/Experience
Mentorship
Research or Q/A Project
The Future
The Future: Competency Based Education
Advanced Competencies and Electives
16 weeks for advanced competencies and advanced electives (4 total elective blocks).
Students can choose a variety of advanced competencies and advanced clinical electives.
Advanced electives are a place for students to become proficient at level 1 milestones for their chosen residency specialty.
This 16 week period will include time for assessments.
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Advanced Competencies
Medical Administration
Inter-professional Collaboration
Social Media in Medicine
Ultrasound
Procedures
Patient Experience
Research (will require preapproval with preceptor)
Teaching in Medicine
Clinical Practice Guidelines & Evidence-based Medicine
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Advanced Competencies
Professionalism
Bioinformatics
Health Coaching
Health Literacy & Healthcare Disparities
Genetics
Quality Improvement/Patient Safety
Emergency Preparedness and Disaster Response
Global Health
Latino Health
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Advanced Competencies
Professionalism
Bioinformatics
Health Coaching
Health Literacy & Healthcare Disparities
Genetics
Quality Improvement/Patient Safety
Emergency Preparedness and Disaster Response
Global Health
Latino Health
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Advanced Clinical Electives
The Ohio State University has 30 clinical departments. 21 specialties are presented to students for Career Exploration week.
The Advanced Clinical Tracks will offer a variety of experiences and electives to prepare students for Milestone 1 (intern level for that specialty).
Example EM Advanced Clinical Track: Selectives in EM, ICU, Diabetes, Pain & Palliative, or CHF; Advanced Competency in Ultrasound, Advanced Topics in EM, elective in Wilderness Medicine.
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The Future
Fit Advanced Topics in Emergency Medicine Objectives to Level 1 Emergency Medicine Milestones
Develop this into an Advanced Clinical Track from students going into Emergency Medicine
Graduate the finest EM interns our colleagues could hope to match!
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Advanced Competencies Pearls
The link is of EM to EPA’s is undeniable! Emergency Medicine will have an integral part in the clinical years of medical school.
Fourth year of medical school is a necessary component of medical student clinical development.
Opportunities such as Ultrasound, International, Disaster Medicine, Geriatric EM, Toxicology, Wilderness, EMS, and Pediatric EM exist for our graduates.
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References
Wolf, S J (02/19/2014). "Students' Perspectives on the Fourth Year of Medical School: A Mixed-Methods Analysis". Academic medicine (1040-2446), p. 1.
Cosgrove, E M (02/19/2014). "Empowering Fourth-Year Medical Students: The Value of the Senior Year". Academic medicine (1040-2446), p. 1.
Bahner, DP.; Royall, NA. “Advanced ultrasound training for fourth-year medical students: a novel training program at The Ohio State University College of Medicine.” Academic Medicine, v. 88 issue 2, 2013, p. 206-13.
Kman, NE., et al. “Advanced topics in emergency medicine: curriculum development and initial evaluation.” Western Journal of Emergency Medicine, v. 12 issue 4, 2011, p. 543-50.
Alliance for Clinical Education Perspective Paper: Recommendations for Redesigning the “Final Year" of Medial School. Accepted for publication in Teach Learn Med.
Pacella CB. Advanced opportunities for student education in emergency medicine. Acad EmergMed 2004; 11(10): 1028e9-1028e11.
Flexner, Abraham (1910), Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching, Bulletin No. 4., New York City: The Carnegie Foundation for the Advancement of Teaching, p. 346, OCLC 9795002.
Questions and Discussion?
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Questions and Discussion?
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