Evidence map›Paper›PMID 35710667›Full record

ArticleJournal of general internal medicine2022

Innovation and Missed Opportunities in Internal Medicine Undergraduate Education During COVID-19: Results from a National Survey.

Irene Alexandraki, Katherine J Walsh, Temple Ratcliffe, Chavon Onumah, Karen Szauter, Camilla Curren, Nora Osman, Cindy J Lai, Deborah DeWaay, Nicholas S Duca and 5 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of general internal medicine, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

5 citing papers in PubMed.

  1. Article
  2. Article
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  4. Article
  5. Crisis as the Catalyst for Meaningful Change.Journal of general internal medicine · 2022
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

15 authors.

Irene AlexandrakiOffice of Medical Education, Paul L. Foster School of Medicine Texas Tech University Health Sciences Center, 5001 El Paso Drive, El Paso, TX, 79905, USA. irene.alexandraki@ttuhsc.edu.
Katherine J WalshDepartment of Medicine, Division of Hematology/Oncology, Vanderbilt University Medical Center, Nashville, TN, USA.
Temple RatcliffeDepartment of Medicine, Joe R. and Teresa Lozano Long School of Medicine, University of Texas Health San Antonio, San Antonio, TX, USA.
Chavon OnumahDepartment of Medicine, George Washington School of Medicine and Health Sciences, Washington, DC, USA.
Karen SzauterDepartment of Internal Medicine, University of Texas Medical Branch, Galveston, TX, USA.
Camilla CurrenThe Ohio State University College of Medicine, Columbus, OH, USA.
Nora OsmanDepartment of Medicine, Brigham and Women's Hospital, Harvard Medical School, Boston, MA, USA.
Cindy J LaiDepartment of Medicine, School of Medicine, University of California, San Francisco, San Francisco, CA, USA.
Deborah DeWaayMorsani College of Medicine, University of South Florida, Tampa, FL, USA.
Nicholas S DucaDepartment of Medicine, Penn State College of Medicine, Hershey, PA, USA.
Amy WeinsteinDepartment of Medicine, Beth Israel Deaconess Medical Center and Harvard Medical School, Boston, MA, USA.
Nadia IsmailDepartment of Medicine, Baylor College of Medicine, Houston, TX, USA.
Jackcy JacobDepartment of Medicine, Albany Medical College, Albany, NY, USA.
Michael KisielewskiAlliance for Academic Internal Medicine, Alexandria, VA, USA.
Amber T PincavageDepartment of Medicine, University of Chicago Pritzker School of Medicine, Chicago, IL, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundCOVID-19 disrupted undergraduate clinical education when medical schools removed students from clinical rotations following AAMC recommendations. Clerkship directors (CDs) had to adapt rapidly and modify clerkship curricula. However, the scope and effects of these modifications are unknown.

objectiveTo examine the effects of the initial phase of COVID-19 on the internal medicine (IM) undergraduate clinical education.

designA nationally representative web survey.

participantsIM CDs from 137 LCME-accredited US medical schools in 2020. MAIN MEASURES: Items (80) assessed clerkship structure and curriculum, assessment in clerkships, post-clerkship IM clinical experiences, and CD roles and support. The framework of Understanding Crisis Response (Royal Society for Encouragement of Arts, Manufactures, and Commerce) was used to determine whether curricular modifications were "amplified," "restarted," "let go," or "ended." KEY

resultsResponse rate was 74%. In response to COVID-19, 32% (32/101) of clerkships suspended all clinical activities and 66% (67/101) only in-person. Prior to clinical disruption, students spent a median of 8.0 weeks (IQR: 2) on inpatient and 2.0 weeks (IQR: 4) on ambulatory rotations; during clinical re-entry, students were spending 5.0 (IQR: 3) and 1.0 (IQR: 2) weeks, respectively. Bedside teaching and physical exam instruction were "let go" during the early phase. Students were removed from direct patient care for a median of 85.5 days. The sub-internship curriculum remained largely unaffected. Before the pandemic, 11% of schools were using a pass/fail grading system; at clinical re-entry 47% and during the survey period 23% were using it. Due to the pandemic, 78.2% of CDs assumed new roles or had expanded responsibilities; 51% reported decreased scholarly productivity.

conclusionsCurricular adaptations occurred in IM clerkships across US medical schools as a result of COVID-19. More research is needed to explore the long-term implications of these changes on medical student education and clinical learning environments.

Indexed as

Clinical ClerkshipCOVID-19Education, Medical, UndergraduateStudents, MedicalCurriculumHumansInternal Medicineclerkship directorsCOVID-19curriculuminternal medicineundergraduate education

Identifiers

PMID35710667
PMCPMC9202971

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.