Council on Medical Student Education in Pediatrics


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COMSEP 2011 San Diego Meeting with AMSPDC

Poster Presentation:


Amy Fleming, MD, Vanderbilt University School of Medicine, Nashville, TN; Karen E. Jerardi, MD, Hospital Medicine, Cincinnati Children's Hospital, Cincinnati, OH

Background:  The literature supports that efficient and accurate patient hand-offs can decrease the incidence of medical errors and improve continuity of care.  Evaluation and feedback are integral to effective medical education however students may work with many faculty over the course of a rotation.  We sought to extend the concept of hand-offs to improve the continuity of education and feedback for medical students on their 3rd year pediatric clerkship.   Methods: The study received IRB exempt status at both institutions.  Faculty and students were trained in the use of a Student Progress Report (SPR) form incorporating the R.I.M.E. method of performance evaluation and elements of an individualized learning plan.  Students were asked to set 2 goals for their rotation.  Faculty met with their student to review the SPR including: prior goals, student performance using R.I.M.E., and to develop/modify goals for the following week.  The completed SPR was sent to the incoming faculty.  At the end of the rotation, students and faculty completed a survey regarding the logistics of the SPR and satisfaction with its use.  Results:  During a 2 ½ week inpatient rotation students documented an average of 3.8 feedback meetings.  12/13 students felt the time spent was productive.  Most students (10/13) did not have concerns about forward-feeding of information, instead they appreciated not having to start over with each new faculty. 7/10 faculty found the SPR easy to use and time efficient, and agreed or strongly agreed that they would like to use the SPR again.  Faculty valued receiving information about the goals and progress of the student prior to working with them. Key Lessons:   Implementation of the SPR was well received by faculty and students.  Students valued goal setting, regular feedback, and “face-time” with the faculty. Faculty appreciated the RIME method and the format of the SPR.  Faculty and students felt the time spent using the SPR was appropriate and productive.  This project is currently expanding to include 3rd year students on inpatient pediatrics at Cincinnati Children’s Hospital.  We expect to have more data from both universities prior to the COMSEP annual meeting.