Faculty Collaboration Database

UME-to-GME PandEMonium in COVID-19: Large-Scale Implementation of a Virtual ACGME Milestone-Based Curriculum for Senior Medical Students Matched Into Emergency Medicine. J Grad Med Educ 2021 Dec;13(6):848-857

Date

01/25/2022

Pubmed ID

35070098

Pubmed Central ID

PMC8672831

DOI

10.4300/JGME-D-21-00620.1

Scopus ID

2-s2.0-85123674931 (requires institutional sign-in at Scopus site)

Abstract

BACKGROUND: The COVID-19 pandemic displaced newly matched emergency medicine "pre-interns" from in-person educational experiences at the end of medical school. This called for novel remote teaching modalities.

OBJECTIVE: This study assesses effectiveness of a multisite Accreditation Council for Graduate Medical Education (ACGME) sub-competency-based curricular implementation on Slack during the first wave of the COVID-19 pandemic in the United States.

METHODS: Emergency medicine residency programs were recruited via national organization listservs. Programs designated instructors to manage communications and teaching for the senior medical students who had matched to their programs (pre-interns) in spring/summer 2020. Pre- and post-surveys of trainees and instructors assessed perceived preparedness for residency, perceived effectiveness of common virtual educational modalities, and concern for the pandemic's effects on medical education utilizing a Likert scale of 1 (very unconcerned) to 5 (very concerned). Data were analyzed using descriptive statistics and the t test.

RESULTS: Of 276 possible residency programs, 28 enrolled. Of 324 possible pre-interns, 297 (91.7%) completed pre-surveys in April/May and 249 (76.9%) completed post-surveys in June/July. The median weeks since performing a physical examination was 8 (IQR 7-12), since attending in-person didactics was 10 (IQR 8-15) and of rotation displacement was 4 (IQR 2-6). Perceived preparedness increased both overall and for 14 of 21 ACGME Milestone topics taught. Instructors reported higher mean concern (4.32, 95% CI 4.23-4.41) than pre-interns (2.88, 95% CI 2.74-3.02) regarding the pandemic's negative effects on medical education.

CONCLUSIONS: Pre-interns reported improvements in residency preparedness after participating in this ACGME sub-competency-based curriculum on Slack.

Author List

McLean ME, Cotarelo AA, Huls TA, Husain A, Hillman EA, Cygan LD, Archer LO, Beck-Esmay J, Burke SM, Carrick AI, Chen AS, Hyde RJ, Karalius VP, Lee E, Park JC, Pugliese AM, Wilbanks MD, Young A, Kulkarni ML

Author

Morgan D. Wilbanks MD Assistant Professor in the Emergency Medicine department at Medical College of Wisconsin

MESH terms used to index this publication - Major topics in bold

Accreditation
Clinical Competence
Curriculum
Education, Medical, Graduate
Emergency Medicine
Humans
Internship and Residency
Pandemics
Students, Medical
United States