Ian D. Kane, MD, MD, Vanderbilt University, Nashville , TN, Amy E. Fleming, MD, Vanderbilt University, Nashville , TN, William B. Cutrer, MD, Vanderbilt University, Nashville, TN
Background: Program directors observe many interns struggling during the transition from medical school to internship (Lyss-Lerman, 2009). Different curricular approaches have been used to address these shortcomings during medical school (Teo, 2011). Students’ perception of their preparation is often brought into the design of these courses; however, medical students and residents have different perceptions regarding their preparation for clinical practice (Cohen, 2006).
Objective: To assess 4th year medical students’ perceived readiness for pediatric internship pre and post transition.
Design:4th year medical students at one institution entering a Pediatrics or Medicine-Pediatrics residency were surveyed. Questions addressed several of the ACGME competency domains: medical knowledge, patient care, and professionalism, with responses scored on a 5 point Likert scale. Questions also queried which mode of instruction students found most helpful. Follow-up surveys will be sent to students 6 months into their intern year (data will be available by January 2013).
Results to date:21 of 25 students responded to the initial survey. Over 75% of students felt adequately prepared (score of 3+) to manage common pediatric pulmonary, cardiac, neurologic, gastrointestinal, and endocrine conditions, while only 28% felt adequately prepared to manage pediatric rheumatologic conditions. Assessment of adequate procedural skill preparation ranged from 0% (splinting) to 80% (bag-valve masking). Over 90% of students’ felt adequately prepared for wards, ER, and clinic compared to 30% for the NICU. Students reported a preference for more hospital experience and feedback.
Discussion: In contrast to previous studies, our design allows each student to serve as his/her own control, highlighting the change between medical students’ and interns’ perception of their medical school training. Current data suggests specific gaps in medical student training including intensive care and procedural skills. Six-month data will allow comparison of the perceived curricular needs of learners at each stage.