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The State of the Clerkship: A Survey of Emergency Medicine Clerkship Directors
Author(s) -
Wald David A.,
Manthey David E.,
Kruus Linda,
Tripp Matthew,
Barrett Jeffrey,
Amoroso Bobby
Publication year - 2007
Publication title -
academic emergency medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.221
H-Index - 124
eISSN - 1553-2712
pISSN - 1069-6563
DOI - 10.1111/j.1553-2712.2007.tb01849.x
Subject(s) - medicine , medical education , family medicine
Objectives: An emergency medicine (EM) clerkship can provide a medical student with a unique educational experience. The authors sought to describe the current experiential curriculum of the EM clerkship, along with methods of evaluation, feedback, and grading. Methods: A descriptive survey was utilized. Clerkship directors at EM residency programs accredited by the Accreditation Council for Graduate Medical Education completed an online questionnaire. Data were analyzed using descriptive statistics. Results: Ninety‐two (70%) of 132 EM clerkship directors completed the survey. Sixty institutions (65%) accepted only fourth‐year medical students, and 35% accepted both third‐ and fourth‐year students. The median number of didactic lecture hours provided during each rotation block for students was ten (interquartile range [IQR], 6–16). The average length of a student's clinical shift was eight hours, while the median number of clinical shifts reported per rotation was 15 (IQR, 14–16). The median number of hours worked weekly by a medical student was 40 (IQR, 35–43). Fifty‐four EM clerkship directors (59%) incorporated the Accreditation Council for Graduate Medical Education six core competencies into their evaluation process. Seventy‐one clerkship directors (77%) used a shift evaluation card to evaluate the clinical performance of medical students. Fifty‐four (59%) incorporated an end‐of‐rotation written examination to determine the final rotation grade for a medical student. Conclusions: Medical students are exposed to a variety of didactic lectures and procedure labs but have similar experiences regarding shift length and work hours. Methods of evaluation of clinical performance vary across clinical sites.