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Impact of a Pre-Clinical Clinical Skills Curriculum on Student Performance in Third-Year Clerkships

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ABSTRACT

BACKGROUND

Research on the outcomes of pre-clinical curricula for clinical skills development is needed to assess their influence on medical student performance in clerkships.

OBJECTIVE

To better understand the impact of a clinical-skills curriculum in the pre-clinical setting on student performance.

DESIGN

We conducted a non-randomized, retrospective, pre-post review of student performance evaluations from 3rd-year clerkships, before and after implementation of a clinical-skills curriculum, the Colleges (2001–2007).

MAIN RESULTS

Comparisons of clerkship performance data revealed statistically significant differences favoring the post-Colleges group in the Internal Medicine clerkship for 9 of 12 clinical-skills domains, including Technical Communication Skills (p < 0.023, effect size 0.16), Procedural Skills (p < 0.031, effect size 0.17), Communication Skills (p < 0.003, effect size 0.21), Patient Relationships (p < 0.003, effect size 0.21), Professional Relationships (p < 0.021, effect size 0.17), Educational Attitudes (p < 0.001, effect size 0.24), Initiative and Interest (p < 0.032, effect size 0.15), Attendance and Participation (p < 0.007, effect size 0.19), and Dependability (p < 0.008, effect size 0.19). Statistically significant differences were identified favoring the post-Colleges group in technical communication skills for three of six basic clerkships (Internal Medicine, Surgery, and Pediatrics).

CONCLUSIONS

Implementation of a pre-clinical fundamental skills curriculum appears to be associated with improved clerkship performance in the 3rd year of medical school, particularly in the Internal Medicine clerkship. Similar curricula, focused on teaching clinical skills in small groups at the bedside with personalized mentoring from faculty members, may improve student performance. Continued efforts are needed to understand how to best prepare students for clinical clerkships and how to evaluate outcomes of similar pre-clinical skills programs.

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ACKNOWLEDGEMENTS

Funding support for Dr. Jackson for her work in medical education research and program evaluation comes from the Office of the CEO and Dean of the School of Medicine at the University of Washington. Funding support for Dr. Keen for his work as a UW College faculty member is provided by UW School of Medicine.

Conflicts of Interest

None disclosed.

Author information

Authors and Affiliations

  1. Department of Medicine, University of Washington, 1959 N.E. Pacific St., Campus Box 356429, Seattle, WA, 98195, USA

    Molly Blackley Jackson MD & Erika A. Goldstein MD

  2. Department of Family Medicine, University of Washington, Seattle, WA, USA

    Misbah Keen MD, FAAFP

  3. Department of Medical History and Biomedical Informatics, University of Washington, Seattle, WA, USA

    Marjorie D. Wenrich MPH

  4. Department of Medical Education and Biomedical Informatics, University of Washington, Seattle, WA, USA

    Doug C. Schaad PhD & Lynne Robins PhD

Authors
  1. Molly Blackley Jackson MD
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  2. Misbah Keen MD, FAAFP
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  3. Marjorie D. Wenrich MPH
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  4. Doug C. Schaad PhD
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  5. Lynne Robins PhD
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  6. Erika A. Goldstein MD
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Corresponding author

Correspondence to Molly Blackley Jackson MD.

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Jackson, M.B., Keen, M., Wenrich, M.D. et al. Impact of a Pre-Clinical Clinical Skills Curriculum on Student Performance in Third-Year Clerkships. J GEN INTERN MED 24, 929–933 (2009). https://doi.org/10.1007/s11606-009-1032-7

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  • DOI: https://doi.org/10.1007/s11606-009-1032-7

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