A National Survey of Undergraduate Clinical Education in Internal Medicine

Amber T. Pincavage, Mark J. Fagan, Nora Y. Osman, Debra S. Leizman, Deborah DeWaay, Camilla Curren, Nadia Ismail, Karen Szauter, Michael Kisielewski, Amy W. Shaheen

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Background: In the present milieu of rapid innovation in undergraduate medical education at US medical schools, the current structure and composition of clinical education in Internal Medicine (IM) is not clear. Objective: To describe the current composition of undergraduate clinical education structure in IM. Design: National annual Clerkship Directors in Internal Medicine (CDIM) cross-sectional survey. Participants: One hundred twenty-nine clerkship directors at all Liaison Committee on Medical Education accredited US medical schools with CDIM membership as of September 1, 2017. Main Measures: IM core clerkship and post-core clerkship structure descriptions, including duration, educational models, inpatient experiences, ambulatory experiences, and requirements. Key Results: The survey response rate was 83% (107/129). The majority of schools utilized one core IM clerkship model (67%) and continued to use a traditional block model for a majority of their students (84%). Overall 26% employed a Longitudinal Integrated Clerkship model and 14% employed a shared block model for some students. The mean inpatient duration was 7.0 ± 1.7 weeks (range 3–11 weeks) and 94% of clerkships stipulated that students spend some inpatient time on general medicine. IM-specific ambulatory experiences were not required for students in 65% of IM core clerkship models. Overall 75% of schools did not require an advanced IM clinical experience after the core clerkship; however, 66% of schools reported a high percentage of students (> 40%) electing to take an IM sub-internship. About half of schools (48%) did not require overnight call or night float during the clinical IM sub-internship. Conclusions: Although there are diverse core IM clerkship models, the majority of IM core clerkships are still traditional block models. The mean inpatient duration is 7 weeks and 65% of IM core clerkship models did not require IM-specific ambulatory education.

Original languageEnglish (US)
JournalJournal of General Internal Medicine
DOIs
StatePublished - Jan 1 2019

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Internal Medicine
Education
Students
Inpatients
Surveys and Questionnaires
Internship and Residency
Medical Schools
Educational Models
Undergraduate Medical Education
Clinical Medicine
Medical Education

Keywords

  • clerkship
  • internal medicine clerkship
  • undergraduate medical education

ASJC Scopus subject areas

  • Internal Medicine

Cite this

Pincavage, A. T., Fagan, M. J., Osman, N. Y., Leizman, D. S., DeWaay, D., Curren, C., ... Shaheen, A. W. (2019). A National Survey of Undergraduate Clinical Education in Internal Medicine. Journal of General Internal Medicine. https://doi.org/10.1007/s11606-019-04892-0

A National Survey of Undergraduate Clinical Education in Internal Medicine. / Pincavage, Amber T.; Fagan, Mark J.; Osman, Nora Y.; Leizman, Debra S.; DeWaay, Deborah; Curren, Camilla; Ismail, Nadia; Szauter, Karen; Kisielewski, Michael; Shaheen, Amy W.

In: Journal of General Internal Medicine, 01.01.2019.

Research output: Contribution to journalArticle

Pincavage, AT, Fagan, MJ, Osman, NY, Leizman, DS, DeWaay, D, Curren, C, Ismail, N, Szauter, K, Kisielewski, M & Shaheen, AW 2019, 'A National Survey of Undergraduate Clinical Education in Internal Medicine' Journal of General Internal Medicine. https://doi.org/10.1007/s11606-019-04892-0
Pincavage, Amber T. ; Fagan, Mark J. ; Osman, Nora Y. ; Leizman, Debra S. ; DeWaay, Deborah ; Curren, Camilla ; Ismail, Nadia ; Szauter, Karen ; Kisielewski, Michael ; Shaheen, Amy W. / A National Survey of Undergraduate Clinical Education in Internal Medicine. In: Journal of General Internal Medicine. 2019.
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abstract = "Background: In the present milieu of rapid innovation in undergraduate medical education at US medical schools, the current structure and composition of clinical education in Internal Medicine (IM) is not clear. Objective: To describe the current composition of undergraduate clinical education structure in IM. Design: National annual Clerkship Directors in Internal Medicine (CDIM) cross-sectional survey. Participants: One hundred twenty-nine clerkship directors at all Liaison Committee on Medical Education accredited US medical schools with CDIM membership as of September 1, 2017. Main Measures: IM core clerkship and post-core clerkship structure descriptions, including duration, educational models, inpatient experiences, ambulatory experiences, and requirements. Key Results: The survey response rate was 83{\%} (107/129). The majority of schools utilized one core IM clerkship model (67{\%}) and continued to use a traditional block model for a majority of their students (84{\%}). Overall 26{\%} employed a Longitudinal Integrated Clerkship model and 14{\%} employed a shared block model for some students. The mean inpatient duration was 7.0 ± 1.7 weeks (range 3–11 weeks) and 94{\%} of clerkships stipulated that students spend some inpatient time on general medicine. IM-specific ambulatory experiences were not required for students in 65{\%} of IM core clerkship models. Overall 75{\%} of schools did not require an advanced IM clinical experience after the core clerkship; however, 66{\%} of schools reported a high percentage of students (> 40{\%}) electing to take an IM sub-internship. About half of schools (48{\%}) did not require overnight call or night float during the clinical IM sub-internship. Conclusions: Although there are diverse core IM clerkship models, the majority of IM core clerkships are still traditional block models. The mean inpatient duration is 7 weeks and 65{\%} of IM core clerkship models did not require IM-specific ambulatory education.",
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