Closing the Gap Between Preclinical and Clinical Training: Impact of a Transition-to-Clerkship Course on Medical Students' Clerkship Performance

• Published in: Academic medicine Vol. 95; no. 2; p. 221
• Main Authors: Ryan, Michael S, Feldman, Moshe, Bodamer, Cheryl, Browning, Joel, Brock, Ellen, Grossman, Catherine
• Format: Journal Article
• Language: English
• Published: United States 01.02.2020
• Subjects: Clinical Clerkship - economics; Clinical Clerkship - organization & administration; Clinical Competence - standards; Feasibility Studies; Female; Humans; Male; Schools, Medical - organization & administration; Simulation Training; Virginia; Virginia
• ISSN: 1938-808X
• DOI: 10.1097/ACM.0000000000002934

Medical students typically perform worse on clinical clerkships that take place early in their training compared with those that occur later. Some institutions have developed transition-to-clerkship courses (TTCCs) to improve students' preparedness for the clinical phase of the curriculum. Yet, the impact of TTCCs on students' performance has not been evaluated. The authors developed and implemented a TTCC at Virginia Commonwealth University School of Medicine and measured its impact on students' clerkship performance. During the 2014-2015 academic year, they introduced a 2-week intersession TTCC. The goal was to improve students' readiness for clerkships by fostering the knowledge, skills, and attitudes required to care for patients throughout a hospitalization. The TTCC included panel discussions, skills development sessions, case-based workshops, and a 4-station standardized patient simulation. The authors assessed the feasibility of designing and implementing the TTCC and students' reactions and clerkship performance. The total direct costs were $3,500. Students reacted favorably and reported improved comfort on entering clerkships. Summative performance evaluations across clerkships were higher for those students who received the TTCC with simulation compared with those students who received the standard clerkship orientation (P < .001-.04, Cohen's d range = 0.23-0.62). This finding was particularly apparent in those clerkships that occurred earlier in the academic year. Future plans include evaluating the impact of the TTCC on student well-being and incorporating elements of the TTCC into the preclinical curriculum.