ArticleJournal of medical education and curricular development
Evaluation of a Preclerkship Learning Community Model for Delivering Clinical Skills Curriculum.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century.International journal of environmental research and public health · 2021Trial
- Learning Communities in Medical Education: Impact, Integration, and Best Practices.Medical science educator · 2026Article
- Undergraduate medical education amidst volatility, uncertainty, complexity, ambiguity.Frontiers in medicine · 2025Article
- Thinking of Learning Communities? Here Are Some of the Ways They May Benefit Your Medical Students.Journal of medical education and curricular developmentArticle
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMedical schools are increasingly using learning communities (LCs) for clinical skills curriculum delivery despite little research on LCs employed for this purpose. We evaluated an LC model compared with a non-LC model for preclerkship clinical skills curriculum using Kirkpatrick's hierarchy as an evaluation framework.
methodsThe first LC cohort's (N = 101; matriculating Fall 2013) reaction to the LC model was assessed with self-reported surveys. Change in skills and learning transfer to clerkships was measured with objective structured clinical examinations (OSCEs) at the end of years 2 and 3 and first and last clerkship preceptor evaluations; the LC cohort and the prior cohort (N = 86; matriculating Fall 2012) that received clinical skills instruction in a non-LC format were compared with Mann-Whitney
resultsThe LC model for preclerkship clinical skills curriculum was rated as excellent or good by 96% of respondents in Semesters 1 to 3 (N = 95). Across multiple performance domains, 96% to 99% of students were satisfied to very satisfied with their LC faculty preceptors (N varied by item). For the end of preclerkship OSCE, the LC cohort scored higher than the non-LC cohort in history gathering (
conclusionsWe observed limited performance improvements for LC compared with non-LC students on the end of the preclerkship OSCE but not on the clerkship preceptor evaluations. Additional studies of LC models for clinical skills curriculum delivery are needed to further elucidate their impact on the professional development of medical students.
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