Council on Medical Student Education in Pediatrics


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COMSEP Meeting in Ottawa, ON

Poster Presentation:

Advanced Pediatric Elective: More Than Just a Boot Camp

Stephen M. Weimer,Tulane Medical Center,New Orleans,LA,Scott H. Davis,Tulane Medical Center,New Orleans,LA



The 2013 LCME Standards require medical schools to ensure graduates exhibit competencies needed for transition into internship. 

Research Objective:   

Create a course at Tulane University School of Medicine that would provide knowledge and skills graduates would need to succeed at the start of their intern year in pediatrics related residencies.  The elective was named the Advanced Pediatric Elective (APE).


Prerequisites:  completion of the pediatric clerkship and sub-internship.   One month elective held in February each year for a group of 8-10 students.  Types of modules:  1.  Didactic Workshop (DWS):  entire group in an interactive workshop; 2.  Clinical Experiences (CE): smaller groups shadowing a pediatric ancillary provider.  Evaluations:  pre and post-course tests, midblock feedback session, and pass/fail summative grade.  Students completed electronic evaluations of the overall course and each DWS and CE.


6 senior students completed inaugural APE in February 2014.  All students passed the course.  Pre to post-test average scores improved 22.75%.  Anonymous student e-evaluations of overall course based on 5 point Likert scale (1) strongly disagree to (5) strongly agree.  

Average course evaluation scores: 

Goals, objectives, and expectations were presented in a clear, concise manner at the beginning of the elective:  4.83

Course was well-organized:  4.67

APE director was committed to providing an excellent learning experience:  4.83

Student was given meaningful feedback about my performance during the APE:  3.17

Learning objectives were met:  4.50

DWS modules were valuable learning experiences:  4.00

CE modules were valuable learning experiences:  4.67

Overall, the APE was a valuable learning experience:  4.67

Students completed anonymous e-evaluations for each DWS and CE which are available upon request. 


The APE was successful at improving the students’ knowledge and was overall highly regarded.  Limitations:  small inaugural group, skills taught were not formally assessed, ongoing formative evaluation was limited, intensive scheduling coordination was required.  A follow up email survey is underway of this inaugural class of APE students (now interns) to determine the impact of the APE on the first 4 months of their residency.  APE scheduled for 2015 is full with 11 students registered.