Alternating skills training and clerkships to ease the transition from preclinical to clinical training

作者：Van Hell Elisabeth A^*; Kuks Jan B M; Borleffs Jan C C; Cohen Schotanus Janke

来源：Medical Teacher, 2011, 33(12): E689-E696.

DOI：10.3109/0142159X.2011.611837

Background: The transition from preclinical to clinical training is perceived as stressful with a high workload being the main difficulty. To ease this transition, we implemented a dual learning year, where just-in-time skills training and clerkships alternated.
Aims: To examine the effect of the dual learning year on students' stress and perceptions of workload and skills level, and to compare these data with a baseline measurement from a curriculum in which skills training was provided in advance of clerkships.
Method: During the first Master year, students completed four rotations in which 5 weeks of skills training and 5-week clerkships alternated. In the second clerkship week of each rotation, students (n = 476) completed questionnaires measuring their experienced workload, perceived skills level and stress. Analysis of variance was used for trend analysis and to determine differences with the baseline measurement (n 83).
Results: During the dual learning year, 'experienced workload' decreased (F(1,471) = 9.408, p < 50.01), 'perceived skills level' increased (F(1,471) = 94.202, p < 0.001) and stress decreased (F(1,471) = 3.309, p < 0.10). 'Experienced workload' was lower (F(5,553) = 7.599, p < 0.001) and 'perceived skills level' was comparable to the baseline measurement.
Conclusions: Compared to the baseline measurement and the results of earlier studies on transition difficulties, alternating just-in-time skills training and clerkships seem to ease the transition from preclinical to clinical training.

• 出版日期2011
• 单位河北医科大学