Multi-Specialty Boot Camp: Enhancing Student Confidence in Residency Preparation
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ORIGINAL RESEARCH
Multi-Specialty Boot Camp: Enhancing Student Confidence in Residency Preparation Kyra A. Len 1
&
Gretchenjan C. Gavero 2 & Michael C. Savala 3 & Earl S. Hishinuma 2
# International Association of Medical Science Educators 2020
Abstract Background A “boot camp” or senior preparatory course can help to bridge the gap between knowledge and skills attained in required clerkships and residency expectations. An under-researched area is in interventions across specialties and with student confidence as the outcome. Objective A multi-specialty school-wide boot camp for 4th year medical students was evaluated with a curriculum that focused on specialty milestones and entrustable professional activities and the importance of student confidence as an outcome. Methods A school-wide “boot camp” was developed to help 4th year students become ready for their matched specialty. Faculty resources were pooled to teach students from multiple specialties’ common milestone topics. Surveys were collected from 3 academic years (2014–2015 to 2016–2017): pre-boot camp (Pre), immediately post-boot camp (Post 1), and 3 months after starting residency (Post 2). Dependent t-tests were employed to determine pre-post differences. Results Over the 3-year study period, 185 students participated in boot camp, 162 (87.6%) completed the first 2 surveys, and 75 (40.5%) students provided data at all 3 points in time. With more robust findings between Pre and Post 1, students improved their confidence level in communicating with families and most specialty skills, and students felt more prepared to be an intern as a result of the boot camp. Conclusions The robust increase in student confidence suggested that a multi-specialty, school-wide approach to a capstone curriculum should be considered by medical schools, which will not only benefit students but faculty as well. Future research should examine student competence in achieving specialty skills. Keywords Boot camp . Milestones . Entrustable professional activities . Faculty resources
Introduction Medical students are expected to possess a wide array of knowledge, skills, and attitudes at graduation and upon entering residency training programs. The Accreditation Council for Graduate Medical Education (ACGME) created milestones to assess the competency of learners during
* Kyra A. Len [email protected] 1
Department of Pediatrics, John A. Burns School of Medicine, University of Hawai‘i, Honolulu, HI, USA
2
Department of Psychiatry, John A. Burns School of Medicine, University of Hawai‘i, Honolulu, HI, USA
3
Department of Obstetrics and Gynecology, John A. Burns School of Medicine, University of Hawai‘i, Honolulu, HI, USA
residency [1]. At graduation, these newly minted interns are expected to be Level 1 milestone-ready at a minimum. In addition, the American Association of Medical Colleges (AAMC) developed entrustable professional activities (EPA) that all medical graduates should be entrustable with minimal supervision on day one of residency [2]. Clerkship requirements th
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