A Strategy to Standardize the Learning of Core Clerkship Objectives |
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Authors: | Karen E Hauer Arianne Teherani Jeff Wiese Cynthia L Fenton |
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Institution: | (1) Division of General Internal Medicine, The University of California at San Francisco, San Francisco, California;(2) UCSF Division of General Internal Medicine, 400 Parnassus Ave., 4th Floor, Box 0320, San Francisco, CA, 94143-0320;(3) Education Analyst, Office of Medical Education, The University of California at San Francisco, San Francisco, California;(4) Division of General Medicine, Tulane University Medical School, New Orleans, Louisiana |
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Abstract: | Background: Consistent and effective implementation of clinical clerkship objectives remains elusive. Using the behavioral principles
of self assessment, active learning and learner differences, we designed an objectives checklist to ensure that all students
mastered a core body of internal medicine (IM) knowledge and to facilitate self-directed learning. Methods: We developed a 54-item learning objectives checklist card in the IM clerkship. In a randomized controlled trial by clerkship
site and block, students in the intervention group received the checklist card and were instructed to obtain sign off on objectives
by faculty and housestaff and to seek teaching, literature, and clinical experiences to satisfy objectives unmet through routine
activities. Intervention group faculty and housestaff were oriented to the use of the checklist. Both intervention and control
groups received the course syllabus. We assessed learning with faculty and housestaff evaluations, student knowledge self-assessment,
and a written examination. Satisfaction with the cards was assessed with written evaluations. Results: There were no significant differences in ward evaluations, examination scores or self-assessed knowledge between students
using the learning objectives cards and control groups. Faculty were more likely than students to agree that objectives cards
improved education. Conclusions: An intervention designed to guide students in the use of a learning objectives card did not enhance learning as assessed
by ward evaluations, a written examination, and satisfaction surveys. It is possible that more sensitive outcome measures
could detect differences in knowledge for students using learning objectives checklist cards.
This revised version was published online in September 2006 with corrections to the Cover Date. |
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Keywords: | clinical clerkship education (medical undergraduate) educational measurement internal medicine learning |
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