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Journal articles on the topic 'Clinical clerkship students'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Frank, Daniel, Arthur Propst, and Paul Goldhamer. "The Effects of Teaching Medical Students Psychotherapy Skills in the Outpatient Department." Canadian Journal of Psychiatry 32, no. 3 (1987): 185–89. http://dx.doi.org/10.1177/070674378703200305.

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A psychiatric clerkship which emphasizes a clinical exposure to the conduct of outpatient psychodynamic psychotherapy is described and evaluated. Compared to more traditional inpatient based clerkships, an outpatient psychotherapy-oriented clerkship attracts significantly greater numbers of students. In addition, medical students taking such a rotation rate its educational value on its completion significantly more positively compared to other clerkship sites. Finally, students taking the psychotherapy oriented clerkship opt for psychiatry as a specialty significantly more frequently than stud

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Bernard, Aaron W., Richard Feinn, Gabbriel Ceccolini, et al. "The Reliability of 2-Station Clerkship Objective Structured Clinical Examinations in Isolation and in Aggregate." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051986344. http://dx.doi.org/10.1177/2382120519863443.

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Background: Most medical schools in the United States report having a 5- to 10-station objective structured clinical examination (OSCE) at the end of the core clerkship phase of the curriculum to assess clinical skills. We set out to investigate an alternative OSCE structure in which each clerkship has a 2-station OSCE. This study looked to determine the reliability of clerkship OSCEs in isolation to inform composite clerkship grading, as well as the reliability in aggregate, as a potential alternative to an end-of-third-year examination. Design: Clerkship OSCE data from the 2017-2018 academic

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Kim, Hae Won, Jong Won Hong, Eun Ji Nam, Ka Young Kim, Ji Hye Kim, and Jee In Kang. "Medical students’ perceived stress and perceptions regarding clinical clerkship during the COVID-19 pandemic." PLOS ONE 17, no. 10 (2022): e0277059. http://dx.doi.org/10.1371/journal.pone.0277059.

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Background It is important to ensure that both the qualitative and quantitative aspects of clinical education are maintained during the pandemic. Understanding students’ views on clinical rotations and the extent of their perceived pandemic-related stress would thus be useful for designing and implementing effective clerkship programs. Therefore, this study aimed to investigate perceived stress and perceptions regarding clinical clerkship among incoming clinical students (third year) and senior clinical students (fourth year) during the COVID-19 pandemic. Methods After completing orientation p

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Libbin, Jennifer B., Linnea S. Hauge, Jonathan A. Myers, and Keith W. Millikan. "Evaluation of Student Experience and Performance in a Surgical Clerkship." American Surgeon 69, no. 4 (2003): 280–86. http://dx.doi.org/10.1177/000313480306900402.

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Phase I of this study compared students’ experiences regarding patient demographics, surgical content, and clinical skill practice in three different hospital settings: university, community, and public. Phase II examines the aspects of clerkship performance that contribute to students’ final grades. An instrument to track the experiences of students on their surgical clerkship was developed and piloted. Data were analyzed to compare the frequency of common surgical tasks performed and exposure to various surgical topics and patient demographics as well as to identify factors that explain vari

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Kurlandsky, Lawrence E., Michael Potts, and Ashir Kumar. "Pediatric Clerkship Performance in Diverse Community Clinical Settings." Pediatrics 93, no. 4 (1994): 608–10. http://dx.doi.org/10.1542/peds.93.4.608.

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Objective. To determine whether multiple and diverse clinical settings and resources in a pediatric clerkship result in satisfactory performance by medical students and affect their choice of a pediatric residency after graduation. Design. Retrospective study 1985 through 1990. Setting. Medical students in a pediatric clerkship in a medical school that is part of a land grant university where the clinical curriculum is conducted in six geographically distinct communities. Main outcome measure. (1) Three performance criteria including: multiple choice final examination score, clinical performan

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Santos, Christian Augusto, Analía Ortigoza, and Carlos Jesús Canova Barrios. "Nursing students' perceptions of Clinical Clerkship." Seminars in Medical Writing and Education 2 (December 21, 2023): 30. http://dx.doi.org/10.56294/mw202330.

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Introduction: Clinical clerkship are a critical element because they provide students with the opportunity to practice what they have learned, so it is important that they view these formative experiences positively.Objective: To evaluate the perception of clinical clerkship of third year students of the bachelor's degree in nursing at a public higher education institution in the province of Tucumán, in the second quarter of 2023.Methos: Descriptive, cross-sectional, and quantitative study. The instrument to measure the students' perception of Matheus' clinical clerkship, composed of 24 items,

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Syarif, Syarif, Irwin Aras, Suryani As’ad, et al. "Evaluation of Student Expectations and Clinical Competence Skills Performance during Surgery Clerkship Programme: A Comprehensive Study." Education in Medicine Journal 16, no. 1 (2024): 137–48. http://dx.doi.org/10.21315/eimj2024.16.1.9.

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The existence of a good clerkship system and quality lecturers will undoubtedly enhance the medical students’ knowledge and skills that align with their competencies. This study aimed to evaluate the achievement of surgical competence based on the expectations of students following clinical clerkships in a surgical department. This study included medical students who participated in a clinical clerkship in the surgical department using a mixed method with a sequential explanatory design as a quantitative approach. Pre- and post-tests were also used to assess changes in student knowledge, quali

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Sampat, Ajay, Gerald Rouleau, Celia O’Brien, and Cindy Zadikoff. "Neurology Clerkship: Predictors of Objective Structured Clinical Examination and Shelf Performance." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051986278. http://dx.doi.org/10.1177/2382120519862782.

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Background: We sought to determine whether the following factors are associated with stronger performance on the medical school neurology clerkship: (1) structure of the outpatient rotation (working with a single general neurologist or multiple subspecialists), (2) dedicated shelf exam preparation, and (3) clerkships completed prior to neurology rotation. Methods: A total of 439 Feinberg medical students between 2014 and 2016 were analyzed based on the 3 variables of interest listed above. Student performance was evaluated using the National Board of Medical Examiner shelf exam and Objective S

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Hemann, Brian A., Steven J. Durning, William F. Kelly, Ting Dong, Louis N. Pangaro, and Paul A. Hemmer. "The Association of Students Requiring Remediation in the Internal Medicine Clerkship With Poor Performance During Internship." Military Medicine 180, suppl_4 (2015): 47–53. http://dx.doi.org/10.7205/milmed-d-14-00567.

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ABSTRACT Purpose: To determine whether the Uniformed Services University (USU) system of workplace performance assessment for students in the internal medicine clerkship at the USU continues to be a sensitive predictor of subsequent poor performance during internship, when compared with assessments in other USU third year clerkships. Method: Utilizing Program Director survey results from 2007 through 2011 and U.S. Medical Licensing Examination (USMLE) Step 3 examination results as the outcomes of interest, we compared performance during internship for students who had less than passing perform

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Sari, Dian Puspita, and Yoga Pamungkas Susani. "THE ROLE OF SENIOR PEERS IN STUDENTS’ TRANSITION TO CLINICAL CLERKSHIPS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 7, no. 2 (2018): 143. http://dx.doi.org/10.22146/jpki.39113.

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Background: Medical students’ transition to clinical clerkship has been shown to be challenging. Students need to effectively adjust to the new learning environment. This study aims to explore the role of senior peers in students’ experiences during transition to clinical clerkships.Methods: A qualitative methodology was adopted for this study. Eight 4th year medical students (5 female, 3 male) submitted audio diaries during their first 12 weeks of clinical clerkships. 73 audio diaries were collected in total. Data were analyzed thematically. Twenty-five out of the 73 audio diaries contained i

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Chen, Chen-Huan, Shuu-Jiun Wang, Wan-Yu Yeh, et al. "Evaluating Teaching Effectiveness of Medical Humanities in an Integrated Clerkship Program by a Novel Prospective Propensity Score Matching Framework." International Journal of Environmental Research and Public Health 19, no. 3 (2022): 1882. http://dx.doi.org/10.3390/ijerph19031882.

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Background: This study aims to rigorously compare the effectiveness of the educational programs of a new integrated clinical clerkship in medicine (3 months) and surgery (3 months) at a cancer center with the conventional subspecialty-based rotations at a tertiary teaching hospital, by this prospective, pre-post comparative method. Methods: Between 2013–2016, we compared 69 students who had selected the integrated clerkship that emphasized clinical competency and medical humanities training with 138 matched peers who had completed conventional clerkships during the same period. Outcome measure

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Hill, Andrew G., Sanket Srinivasa, Susan J. Hawken, et al. "Impact of a Resident-as-Teacher Workshop on Teaching Behavior of Interns and Learning Outcomes of Medical Students." Journal of Graduate Medical Education 4, no. 1 (2012): 34–41. http://dx.doi.org/10.4300/jgme-d-11-00062.1.

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Abstract Background Residents and interns are recognized as important clinical teachers and mentors. Resident-as-teacher training programs are known to improve resident attitudes and perceptions toward teaching, as well as their theoretical knowledge, skills, and teaching behavior. The effect of resident-as-teacher programs on learning outcomes of medical students, however, remains unknown. An intervention cohort study was conducted to prospectively investigate the effects of a teacher-training workshop on teaching behavior of participating interns and on the clerkship learning outcomes of ins

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Lee, Sang Yeoup, Sun Ju Im, So Jung Yune, Sunyong Baek, and Jae Seok Woo. "Assessment of Medical Students in Clinical Clerkships." Korean Medical Education Review 15, no. 3 (2013): 120–24. http://dx.doi.org/10.17496/kmer.2013.15.3.120.

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The clinical clerkship focuses students on developing their ability to perform comprehensive diagnosis and management of patients with common undifferentiated problems by the integration of knowledge and clinical reasoning. Therefore, the clerkship evaluation system should assess their actual problem solving and professional behavior. However, concern remains that clerkship evaluations are imprecise and highly variable. This review is designed to provide faculty members with concepts, options, and a methodology to actively teach and evaluate the clinical clerkship, as well as offer encourageme

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Fog-Pedersen, Cecilie Marie, Charlotte Soejnaes, Karen Borgnakke, and Sidse Marie Arnfred. "Embedded Parallel Practice: A Result of Divergence Between Exam Requirements and Clerkship Content." Trends in Higher Education 4, no. 1 (2025): 1. https://doi.org/10.3390/higheredu4010001.

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Transitioning from being a student to becoming a professional is challenging even though medical education provides periods of clinical practice and clerkships to support the transfer between university and the future work as a doctor. Using an ethnographic approach, we investigated how medical students navigated their clerkship in psychiatry. We applied the concepts from situated learning in the analysis of students’ navigation of discrepancies between course requirements and clerkship routines. The analysis shows different ways of navigating the clerkship, which all beget a parallel practice

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S, Paduppai, Fujiko M, Amir N A, Effendy R A, and Hamzah P N. "Level of Satisfaction of Clinical Clerkship Students on Small Group Learning in Preparation for Clinical Clerkship." International Journal of Human and Health Sciences (IJHHS) 8, no. 20 (2024): 67. http://dx.doi.org/10.31344/ijhhs.v8i20.713.

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Objectives: Clinical clerkship is a phase where medical students are required to deepen and implement the theory and skills acquired during the preclinical period in the hospital or healthcare center. Small Group Learning (SGL) is recalling method of learning the theoretical basis in each part of clerkship. The aim of this study is to describe the level of student satisfaction with SGL, including syllabus, presentation and suitability from student’s perspective. Methods: Every student who has completed the SGL session will fill out a questionnaire using Google Form media. Results: Two hundred

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Botterbush, Kathleen Suzann, Karen Malacon, Sangami Pugazenthi, et al. "1249 The Influence of Gender, Race, and Clinical Exposure on Medical Students’ Specialty Decision-Making." Neurosurgery 71, Supplement_1 (2025): 199–200. https://doi.org/10.1227/neu.0000000000003360_1249.

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INTRODUCTION: Understanding the factors that influence specialty decision-making, particularly for underrepresented students, is crucial for addressing disparities within the physician workforce. METHODS: A cross-sectional study was conducted using survey responses from currently enrolled medical students. The survey was distributed via email and social media to current or incoming U.S. medical students. A total of 540 respondents completed the survey, which assessed the impact of various factors on specialty decision-making using a 7-point Likert scale. RESULTS: Clinical exposure during clerk

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Brown-Young, Diane, Theresa A. Papich, Stacie Jhaveri, et al. "Informed Inclusion Model: Medical Student Wheelchair User in an Obstetrics and Gynecology Clerkship." Academic Medicine 99, no. 8 (2024): 828–32. http://dx.doi.org/10.1097/acm.0000000000005743.

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Abstract Students with physical disabilities are underrepresented in medicine, driven in part by ableist beliefs about the ability of individuals with disabilities to complete procedure-based or surgically oriented clerkships, including obstetrics and gynecology (Ob/Gyn). There is a growing commitment to disability inclusion by medical and specialty training associations. Yet published case studies and accommodation protocols for medical student wheelchair users navigating an Ob/Gyn clerkship are absent in the literature. This article describes successful disability inclusion for an Ob/Gyn cle

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Sobbing, Jackson, Jennifer Duong, Frank Dong, and David Grainger. "Residents as Medical Student Mentors During an Obstetrics and Gynecology Clerkship." Journal of Graduate Medical Education 7, no. 3 (2015): 412–16. http://dx.doi.org/10.4300/jgme-d-14-00667.1.

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ABSTRACT Background Resident physicians provide much of the clinical teaching for medical students during their clerkship rotations, but often receive no formal preparation or structure for teaching and mentoring students. Objective We sought to evaluate a medical student mentoring program (MSMP) for students during their obstetrics and gynecology clerkship at a midwestern teaching hospital during the 2013–2014 academic year. Methods A senior resident physician was assigned 1 to 2 medical students for a 6-week rotation. Students were provided MSMP information during clerkship orientation; resi

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Lee, Young-Mee. "The Concept and Background for Introducing Longitudinal Integrated Clerkships." Korean Medical Education Review 20, no. 1 (2018): 1–5. http://dx.doi.org/10.17496/kmer.2018.20.1.1.

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A traditional clerkship consists of a series of short rotations in specialty disciplines and is usually based in tertiary, urban teaching hospitals. Shortened inpatient stays and the shift toward ambulatory management have had a negative impact on student learning. There have been growing concerns that the traditional specialty-based clerkship in fragmented and highly specialized clinical environments may not be the optimal choice for basic clinical education. As a result, a new model of clinical clerkship called longitudinal integrated clerkships (LICs) has emerged. There is increased interes

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VanDerKolk, Kristi, Vicki R. McKinney, Lisa Graves, and Diane M. Harper. "Transgender Education in North American Family Medicine Clerkships: A CERA Study." Family Medicine 53, no. 8 (2021): 676–83. http://dx.doi.org/10.22454/fammed.2021.509974.

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Background and Objectives: Transgender persons face many barriers to accessing health care, including identifying a knowledgeable physician. Medical schools have made curricular changes addressing cultural competence in transgender medicine, but changes are inadequate to graduate physicians competent in gender-affirming health care. The aim of this study was to assess the current state of education on the comprehensive health care of transgender patients, including gender-affirming health care (GAH) strategies (hormone therapy, surgical interventions) in US and Canadian family medicine clerksh

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Kabasa, Michael, and Ntu N. Nkomo. "INFLUENCE OF MANAGEMENT OF CLERKSHIP TRAINING ON STUDENTS’ ACQUISITION OF CLINICAL SKILLS IN MBALE CITY HEALTH TRAINING INSTITUTIONS, UGANDA.A CROSS-SECTIONAL STUDY." SJ Education Research Africa 1, no. 4 (2024): 12. http://dx.doi.org/10.51168/xvy3za48.

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Background: This study focused on assessing the influence management of clerkship training on Students’ Acquisition of Clinical Skills in Health Training institutions in Mbale City. Methodology: The study adopted the cross-sectional design with a sample of 124 respondents from the medical staff in Mbale Regional Referral Hospital, Data was collected using questionnaires and interview guides for quantitative and qualitative data respectively. Data was analyzed using SSPSS software and content analysis respectively. Results: Th study targeted 127 respondents but got a response rate of 124 partic

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Cohen-Osher, Molly, Amy L. Lee, and Deborah Erlich. "Revealing the Hidden Clerkship Curriculum: A Qualitative Analysis." Family Medicine 55, no. 2 (2023): 115–18. http://dx.doi.org/10.22454/fammed.2023.503671.

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Background and Objectives: Family medicine (FM) clerkships have learning objectives to define what students should learn by the end of their clerkship, but how do we know what larger lessons students are taking away? This study aimed to explore the FM clerkship explicit and hidden curriculum. Methods: Students were asked to list their top five take-home points at the end of their FM clerkship at two institutions. A total of 668 written reflections were qualitatively analyzed. Results: Thirteen code categories emerged: scope of practice, health care systems, role of FM in the system, traits of

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Vokes, Jordan, Alexander Greenstein, Emily Carmody, and John T. Gorczyca. "The Current Status of Medical School Clerkship Grades in Residency Applicants." Journal of Graduate Medical Education 12, no. 2 (2020): 145–49. http://dx.doi.org/10.4300/jgme-d-19-00468.1.

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ABSTRACT Background Two criteria that have been investigated for evaluating orthopedic surgery residency candidates are achieving an “honors” grade during a surgery clerkship and the total number of honors grades received in all clerkships. Unfortunately, the rate of honors grades given and the criteria for earning an honors grade differ between medical schools, making comparison of applicants from different medical schools difficult. Objective We measured the rate of honors grades in clerkships at different medical schools in the United States to examine the utility of clerkship grades in eva

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Das, Mohan P., and Ranjith D. Chandrasena. "Medical Students' Attitude towards Psychiatry." Canadian Journal of Psychiatry 33, no. 9 (1988): 783–87. http://dx.doi.org/10.1177/070674378803300901.

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The attitudes of medical students are important as they influence recruitment to psychiatry. In order to better understand the attitudes of medical students towards psychiatry and the impact of psychiatric clerkship, the authors administered a questionnaire eliciting information regarding demographic data, attitudes and career choices to third year medical students of the University of Ottawa, at the beginning and end of their four week psychiatric clerkship. The data suggests that the students found their clerkship experience valuable and rewarding and expressed an interest in knowing more ab

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Slaughter, Richard L., Steven R. Erickson, and Peter A. Thomson. "Clinical Interventions Provided by Doctor of Pharmacy Students." Annals of Pharmacotherapy 28, no. 5 (1994): 665–70. http://dx.doi.org/10.1177/106002809402800519.

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OBJECTIVE: To assess the types, perceived benefit, and cost impact of the interactions provided by two-year post-B.S. Pharm.D. students on clerkship rotations. DESIGN: Information was obtained through voluntary reporting by students on a standardized data collection form. Cost analysis and peer review were performed on a subset of interventions. SETTING: The setting of the study included hospital clerkship sites (general medicine and specialty rotations) and an ambulatory care site (general medicine). PARTICIPANTS: Six second-year Pharm.D. students. RESULTS: Reports that were completed totaled

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Klig, Jean E., William M. Kettyle, Joshua M. Kosowsky, et al. "A pilot clinical skills coaching program to reimagine remediation: a cohort study." MedEdPublish 13 (May 18, 2023): 29. http://dx.doi.org/10.12688/mep.19621.1.

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Background New approaches are needed to improve and destigmatize remediation in undergraduate medical education (UME). The COVID-19 pandemic magnified the need to support struggling learners to ensure competency and readiness for graduate medical education (GME). Clinical skills (CS) coaching is an underutilized approach that may mitigate the stigma of remedial learning. Methods A six-month CS coaching pilot was conducted at Harvard Medical School (HMS) as a destigmatized remedial learning environment for clerkship and post-clerkship students identified as ‘at risk’ based on objective structur

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Klig, Jean E., William M. Kettyle, Joshua M. Kosowsky, et al. "A pilot clinical skills coaching program to reimagine remediation: a cohort study." MedEdPublish 13 (July 13, 2023): 29. http://dx.doi.org/10.12688/mep.19621.2.

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Background New approaches are needed to improve and destigmatize remediation in undergraduate medical education (UME). The COVID-19 pandemic magnified the need to support struggling learners to ensure competency and readiness for graduate medical education (GME). Clinical skills (CS) coaching is an underutilized approach that may mitigate the stigma of remedial learning. Methods A six-month CS coaching pilot was conducted at Harvard Medical School (HMS) as a destigmatized remedial learning environment for clerkship and post-clerkship students identified as ‘at risk’ based on objective structur

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Stuart, Daniel, John Griswold, and Cathy Lovett. "Effectiveness of evidence-based medicine instruction in medical school clerkships." Southwest Respiratory and Critical Care Chronicles 10, no. 42 (2022): 35–46. http://dx.doi.org/10.12746/swrccc.v10i42.977.

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Introduction: The instruction of evidence-based medicine (EBM) in health sciences institutions is increasing. As used in medical schools, it looks to implement research-oriented approaches to clinical interventions and further develop the skills of medical students in evaluating and applying research.Objectives: This study aimed to identify the effectiveness of an evidence-based medicine clerkship offered at a single institution to third-year medical students during their surgery rotation. Methods: Two surveys were used to assess the quality of education provided during the third-year clerkshi

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Norbury, John W., Clinton E. Faulk, Kelly M. Harrell, Luan E. Lawson, and Daniel P. Moore. "Impact of a Revised Curriculum Focusing on Clinical Neurology and Musculoskeletal Care on a Required Fourth-Year Medical Student Physical Medicine and Rehabilitation Clerkship." Rehabilitation Research and Practice 2016 (2016): 1–6. http://dx.doi.org/10.1155/2016/6197961.

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Background. A Required Fourth-Year Medical Student Physical Medicine and Rehabilitation (PM&R) Clerkship was found to increase students’ knowledge of PM&R; however the students’ overall rotation evaluations were consistently lower than the other 8 required clerkships at the medical school. Objective. To describe the impact of a revised curriculum based upon Entrustable Professional Activities and focusing on basic pain management, musculoskeletal care, and neurology. Setting. Academic Medical Center. Participants. 73 fourth-year medical students. Methods. The curriculum changes include

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Putri, Salsa Nabila Rianti, and Miranti Pusparini. "The Relationship Between Pre-Koas Program and Clinical Registration Outcomes in Students of The Faculty of Medical YARSI University Class of 2016." Junior Medical Journal 1, no. 5 (2023): 521–28. http://dx.doi.org/10.33476/jmj.v1i5.3068.

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Medical education is passed through two stages, namely the academic stage and the clinical clerkship stage. Before entering the professional stage, the university provides debriefing which aims to make students more prepared to carry out their clinical stages which will end with a test that aims to c proceed to the next stage, namely the profession stage. After completing and fulfilling the requirements, graduates get a diploma with a Doctor's degree. In previous studies, it was found that there was a significant correlation between GPA scores and UKMPPD scores. From the results of this study,

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Yeung, Marianne, Jennifer Beecker, Meridith Marks, et al. "A new emergency medicine clerkship program: students' perceptions of what works." CJEM 12, no. 03 (2010): 212–19. http://dx.doi.org/10.1017/s1481803500012264.

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ABSTRACT Objective: Emergency medicine is an evolving discipline in Canadian medical schools. Little has been published regarding student preferences for emergency medicine training during the clerkship phase of MD programs. We assessed medical students' perceptions of a newly developed emergency medicine clerkship rotation involving multiple learning modalities. The evaluation process included assessment of the rotation's instructional elements and overall educational value. Methods: The first cohort of medical students to complete this new emergency medicine clerkship was invited to answer a

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Soemantri, Diantha, Nadia Greviana, Ardi Findyartini, et al. "“To obey or not to obey” - Medical students’ response towards professional dilemmas in a hierarchical and collectivist culture." PLOS ONE 16, no. 12 (2021): e0261828. http://dx.doi.org/10.1371/journal.pone.0261828.

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Background Clinical clerkship programme in medical schools were developed to provide students with direct interactions with patients and observe clinical teachers in practice. However, professional dilemmas are prone to occur due to the nature of experiential learning. Several studies across different cultures showed that medical students responded differently towards professional dilemma. Aims This study aims to explore how medical students respond to professional dilemmas occurred during their clinical clerkships and to what extent culture influences the responses. Method A qualitative descr

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Sharma, Krishan K., Yuchiao Chang, and Eli M. Miloslavsky. "Pairing medical students on the wards: A multi-site analysis of pairing effect on clerkship performance." PLOS ONE 17, no. 11 (2022): e0277898. http://dx.doi.org/10.1371/journal.pone.0277898.

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Background Medical students are often paired together on clinical teams during their clerkships. While this practice has multiple potential positive effects, evidence suggests that most students feel that their evaluation is impacted by the other student. This perception negatively impacts the learning environment. We set out to determine whether paired students had a measurable effect on each other’s clerkship grade during the medicine sub-internship. Method We examined 186 4th year student-pairs during the required medicine sub-internship at 3 hospital sites of Harvard Medical School from 20

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Chang, Judy C., Michele R. Odrobina, and Kathleen McIntyre-Seltman. "Residents as Role Models: The Effect of the Obstetrics and Gynecology Clerkship on Medical Students' Career Interest." Journal of Graduate Medical Education 2, no. 3 (2010): 341–45. http://dx.doi.org/10.4300/jgme-d-09-00070.1.

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Abstract Background Medical students' choice of residency specialty is based in part on their clerkship experience. Postclerkship interest in a particular specialty is associated with the students' choice to pursue a career in that field. But, many medical students have a poor perception of their obstetrics and gynecology clerkships. Objective To determine whether fourth-year medical students' perceptions of teaching quality and quantity and amount of experiential learning during the obstetrics-gynecology clerkship helped determine their interest in obstetrics-gynecology as a career choice. Me

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Husni TR, T., Yulia Agustina, and Taufik Suryadi. "The Relationship between Perceptions of the Availability of Hospital Facilities and Infrastructure to the Level of Fire Disaster Preparedness among Clinical Clerkship Students in Zainoel Abidin Hospital." International Journal of Disaster Management 4, no. 2 (2021): 1–8. http://dx.doi.org/10.24815/ijdm.v4i2.20206.

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Clinical clerkship students are one of the communities who are always in the hospital environment and have been provided with fire disaster management materials through training and simulations. The hospital has provided complete fire disaster management facilities and infrastructure. However, the problem is that there is no information about clinical clerkship student preparedness for fire disasters in hospitals. The purpose of this study is to determine the relationship between perceptions of the availability of hospital facilities and infrastructure to the level of fire disaster preparednes

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Rogowski, Amy C., and Kathryn M. Strong. "Dual-Preceptorship as a Method to Providing Consistent Clinical Clerkships in Community Pharmacy." Journal of Pharmacy Practice 13, no. 5 (2000): 400–410. http://dx.doi.org/10.1106/58f0-jlvt-nnde-bryc.

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In order to provide consistent clinical clerkships in community pharmacy, the University of Rhode Island College of Pharmacy uses a dual, or shared, preceptorship between site pharmacists and community pharmacy-based clinical faculty. Teams are developed with an assigned faculty member preceptor, then students are assigned to the individual team and clerkship site. Site preceptors provide students with daily activities and guidance while faculty preceptors enhance the experience with additional off-site clinical activities and team projects. This approach develops a strong partnership between

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Sekartaji, Maria, Resty Puspita Sari, Muhammad Irsan, et al. "Relationship between anxiety and insomnia in clinical clerkship students during COVID-19 pandemic." Journal of Community Empowerment for Health 4, no. 1 (2021): 21. http://dx.doi.org/10.22146/jcoemph.61392.

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During the COVID-19 pandemic, there is an increase in anxiety disorder towards the general population, including those clinical clerkship students who are associated with health care services. There has been limited study conducted regarding to the topic, especially during the COVID-19 pandemic. This study was aimed to know the prevalence of anxiety and insomnia, as well as the correlation between them, in clinical clerkship students during COVID-19 pandemic. An online survey was conducted using a cross-sectional approach to 229 clinical clerkship students batch 2015 at the Faculty of Medicine

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Ashari, Irwan, Titi Savitri Prihatiningsih, and Angela Nurini Agni. "Evaluation of The Clinical Supervision to Clinical Rotation Students In a Faculty of Medicine." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 6, no. 2 (2017): 123. http://dx.doi.org/10.22146/jpki.32258.

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Background: The clinical education at the Faculty of Medicine, University of Muhammadiyah Makassar, must be completed in four semesters. During that period, the students are educated and supervised by specialists or doctors on duty at the hospital. Since the first implementation of the clerkship clinical system at this university, evaluation on the implementation of clinical supervision provided by lecturers to the students for their clinical clinic had never been conducted. Therefore, it was necessary to evaluate the clinical supervision provided by the clinical instructor to the students for

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K, Gusti Raditya, Yoyo Suhoyo, and Tridjoko Hadianto. "Persepsi Mahasiswa Terhadap Pelaksanaan Mini Clinical Examination Excercise (Mini-CEX) Pada Program Pendidikan Kepaniteraan Klinik." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 1, no. 2 (2012): 68. http://dx.doi.org/10.22146/jpki.25131.

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Background: Mini-CEX was developed to assess the clinical skills of students through direct observation and constructive feedback on student achievement. To test Mini-CEX well as assessment methods, it is necessary to evaluate the implementation of Mini-CEX as Mini-CEX assessment methods and benefits of the learning process, as well as the professional development of students as future doctors, in the form of assessment of students’ perceptions of the Mini- CEX implementation. The objective of this study are to validate an instrumen for measuring the level of student perceptions in the impleme

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Apriliani, Adinda Kharisma, Eti Poncorini Pamungkasari, and Amandha Boy Timor Randita. "CORRELATION BETWEEN PERCEPTION ON CLINICAL LEARNING ENVIRONMENTS AND CAREER CHOICE ON CLERKSHIP STUDENTS IN FACULTY OF MEDICINE UNIVERSITAS SEBELAS MARET." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 8, no. 1 (2019): 31. http://dx.doi.org/10.22146/jpki.44870.

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Background: Needs of health workers, especially general practitioners, relatively high in Indonesia. Career choices among medical students are various, such as general practitioner, specialist, medical researcher, etc. Many factors affect medical students’ career choices, one of them is learning environments. This study aims to prove the correlation between clerkship students’ perceptions of clinical learning environments and their career choices.Methods: This research was an analytical observational research with cross sectional approach. The subjects were clerkship students who underwent cli

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Tucker, Matthew A., Benjamin T. Griffeth, Christy Lee, and April O. Buchanan. "The importance of personality traits for predicting clinical clerkship grades and USMLE scores." MedEdPublish 12 (January 20, 2022): 4. http://dx.doi.org/10.12688/mep.17475.1.

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Background: Important aspects of medical school success are thought to rely on non-cognitive attributes such as personality traits. Methods: In a sample of medical students who completed their 3rd-year clerkships, the current study examined the impact of personality traits on performance on four measures of 3rd-year clerkship grades and United States Medical Licensing Examination (USMLE) Step 2CK (Clinical Knowledge) scores. Results: We found that specific personality traits, including conscientiousness, achievement-striving, morality, and self-efficacy predicted multiple outcome measures, inc

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Malik, Saadia, Aisha Akhtar, Hassan Ejaz, Ayesha Anwar, Moizza Tahir, and Sakina Sadiq. "Exploring the Students’ Perspective: Unveiling Insights into Dermatology Clerkship inundergraduate medical students." Pakistan Armed Forces Medical Journal 75, SUPPL-1 (2025): S123—S127. https://doi.org/10.51253/pafmj.v75isuppl-1.12383.

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Objective: To assess medical students’ perspective regarding dermatology clerkship and its implication on medical education and (ii) to observe the effect of clinical rotations on future career choices. Study Design: Cross-sectional Place and Duration of Study: Department of Dermatology, Pak Emirates Military Hospital, Rawalpindi from July 2023 till Jan 2024. Methodology: A total of 150 students of fourth year MBBS class who had completed their dermatology clerkship, were approached with the questionnaire out of which 109 responded. The questionnaire was administered electronically using Googl

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Kuroda, Naoto, Anna Suzuki, Kai Ozawa, et al. "Predicting the effectiveness of the online clinical clerkship curriculum: Development of a multivariate prediction model and validation study." PLOS ONE 17, no. 1 (2022): e0263182. http://dx.doi.org/10.1371/journal.pone.0263182.

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Given scientific and technological advancements, expectations of online medical education are increasing. However, there is no way to predict the effectiveness of online clinical clerkship curricula. To develop a prediction model, we conducted cross-sectional national surveys in Japan. Social media surveys were conducted among medical students in Japan during the periods May–June 2020 and February–March 2021. We used the former for the derivation dataset and the latter for the validation dataset. We asked students questions in three areas: 1) opportunities to learn from each educational approa

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Laws, Sa'ad, Mai Mahmoud, Moune Jabre, Amal Khidir, and Ziyad Mahfoud. "Librarian and Clinical Faculty Collaborative Use of Formative Assessment in a Longitudinal Evidence-Based Medicine Curriculum." Hypothesis: Research Journal for Health Information Professionals 36, no. 2 (2024). http://dx.doi.org/10.18060/28048.

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Background The authors developed a longitudinal curriculum for teaching third- and fourth-year undergraduate medical students evidence-based medicine (EBM). This curriculum involved substantial librarian involvement, the use of formative assessment as a teaching method, and progressive repetition of skills. Methods Students in three clinical clerkships (Medicine, Pediatrics, OB/GYN) completed EBM assignments based on real-world scenarios in this quasi-experimental study. Each clerkship required students to submit an EBM plan, from which they received directed feedback from both the clerkship d

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Hayes, John R., Bryan Johnston, and Rebecca Lundh. "Building a Successful, Socially-Distanced Family Medicine Clerkship in the COVID Crisis." PRiMER 4 (November 4, 2020). http://dx.doi.org/10.22454/primer.2020.755864.

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Introduction: In the wake of the COVID-19 pandemic, many family medicine clerkships across the United States are scrambling to provide meaningful medical education in a new clinical environment. Most medical schools have paused or severely limited the direct patient care that has been the core educational requirement of the clinical clerkships. The aim of this study was to develop and evaluate a curricular model that meets the family medicine clerkship learning objectives via telemedicine clinical instruction. Methods: We created a clerkship where all clinical encounters took place by phone or

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Cho, Hyena, Hyeyoon Jeong, Jihye Yu, Janghoon Lee, and Hyun Joo Jung. "Becoming a doctor: using social constructivism and situated learning to understand the clinical clerkship experiences of undergraduate medical students." BMC Medical Education 24, no. 1 (2024). http://dx.doi.org/10.1186/s12909-024-05113-x.

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Abstract Background Despite the emphasis on the uniqueness and educational importance of clinical clerkships in medical education, there is a lack of deep understanding of their educational process and outcomes. Especially due to an inherent trait of clinical clerkships which requires participation in the workplace outside the classroom, it is difficult to fully comprehend their educational potential using traditional learning perspectives such as imbibing outside knowledge. Accordingly, this study aims to explore the experiences of a rotation-based clerkship of medical school students from th

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Weinstein, Adam, Peter MacPherson, Suzanne Schmidt, et al. "Needs assessment for enhancing pediatric clerkship readiness." BMC Medical Education 23, no. 1 (2023). http://dx.doi.org/10.1186/s12909-023-04167-7.

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Abstract Background Many students report feeling inadequately prepared for their clinical experiences in pediatrics. There is striking variability on how pediatric clinical skills are taught in pre-clerkship curricula. Methods We asked students who completed their clerkships in pediatrics, family medicine, surgery, obstetrics-gynecology and internal medicine to rate their pre-clinical training in preparing them for each clerkship, specifically asking about medical knowledge, communication, and physical exam skills. Based on these results, we surveyed pediatric clerkship and clinical skills cou

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Wile, Rachel K., Katherine E. Barnes, Leslie B. Charondo, et al. "Student challenges during third‐year perioperative clerkships through the lens of faculty and residents: A qualitative study." Clinical Teacher, February 7, 2024. http://dx.doi.org/10.1111/tct.13742.

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AbstractPurposeStudies of medical students suggest they often find the transition from the pre‐clinical curriculum to clinical rotations particularly challenging during perioperative clerkships. Educators could add a new perspective into students' clerkship experiences and potential interventions to improve them. The purpose of this study was to examine the educator perspective on students' experiences in perioperative clerkships. The findings could inform potential curricular interventions to facilitate student transition from a didactic environment into perioperative clerkships.MethodsSemi‐s

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Ilkjær, Christine, Karl-Johan Schmidt Nielsen, Louise Binow Kjær, Torben Hoffmann, and Mette Krogh Christensen. "Clinical Clerkship With or Without Scheduled Patient Consultations: Does It Make a Difference to Medical Students’ Experiences of Learning?" Medical Science Educator, September 25, 2024. http://dx.doi.org/10.1007/s40670-024-02160-3.

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Abstract Background Becoming a medical expert involves leadership and professionalism, which are critical skills to learn in medical education. However, a gap exists in understanding how didactic variations in the organisation of clinical clerkships impact medical students’ opportunities to develop these skills. This study explored how clinical clerkships with or without scheduled patient consultations affect medical students’ experiences of learning leadership and professional behaviour. Materials and Methods We conducted a qualitative, quasi-experimental study. Data were gathered through 11

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Novotny, Kaitlyn, Daniel Levine, Dale Netski, and Edward Simanton. "Observations of Score Changes Between USMLE Step 1 and Step 2 Among Students of Different Demographic Groups in a Longitudinal Clinical Curriculum." Journal of Medical Education and Curricular Development 12 (January 2025). https://doi.org/10.1177/23821205241296455.

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BACKGROUND The transition of the United States Medical Licensing Examination Step 1 to a pass/fail scoring system is reshaping its role in medical students’ residency placements. This compels institutions to rethink Step 2 preparation strategies, raising concerns about a clerkship's impact on various student groups. Traditionally, medical schools followed the traditional block rotation model for clerkships, which limits longitudinal learning, and many schools are switching to longitudinal integrated clerkships and longitudinal interleaved clerkships (LInCs). The growth in longitudinal populari

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