COMSEP 2009 Baltimore Meeting with APPD
IMPLEMENTING A PEDIATRIC SENIOR STUDENT CURRICULUM: COLLABORATION, CHALLENGES AND LESSONS LEARNED
Lisa E. Leggio, MD, Valera L. Hudson, MD, Leila E. Stallworth, MD, William P. Kanto, MD, Medical College of Georgia, Augusta, GA
BACKGROUND: The Residency Review and Redesign in Pediatrics (R3P) Project urges a continuum of pediatric education beginning in medical school. We believe the senior year should bridge the undifferentiated student and focused postgraduate trainee. Management of this bridge year requires collaboration between undergraduate and postgraduate education directors. Both have vested interest in creating a curriculum that assure undergraduates are well prepared. The objective of this project is to create a senior student curriculum that prepares students for pediatric residency. METHODS: Directors of undergraduate and postgraduate education collaborated to create a pediatric senior student curriculum. Competency-based objectives focus on knowledge and skills expected from post-graduate trainees on day one. Focus groups with trainees gave insight about what students need to be prepared for internship. Curriculum changes include a portfolio, direct observation, group meetings, and a discussion series. The portfolio encourages goal-setting and self-reflection. Direct observation of student notes, orders, and physical exam are documented with a predetermined checklist. Facilitated group meetings with seniors and advisors cover curriculum, electives, curriculum vitae, personal statements, and interviews. Small group discussion topics include ethics, prioritization and organization, teaching, feedback/evaluation, nutrition, resuscitation, dehydration, shock, respiratory distress, and anaphylaxis. RESULTS: Evaluation of the curriculum has been positive. Attendance at small group sessions varied, but improved after timing was revised. Collaboration between undergraduate and postgraduate education directors improved. Challenges to implementation included 1) determining optimal timing 2) dedicated faculty time 3) perception of senior year being easy and 4) evaluating effect of curricular change when outcome is preparedness for internship. CONCLUSIONS: Challenges remain, but collaboration between undergraduate and postgraduate education directors is helpful when creating a pediatric senior curriculum.