A Simulated Night on Call Experience for Graduating Medical Students

Publication ID Published Volume
10483 October 13, 2016 12

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Lewis Katz School of Medicine at Temple University

Abstract

A number of medical schools have developed capstone courses to help prepare medical students for their transition to residency training. As part of our capstone program, we developed a Night on Call experience for graduating medical students to simulate the experience of an intern physician responding to medical emergencies in the hospital setting. Our 2-hour program incorporates high-fidelity simulation in a four-station format (four clinical cases) with semistructured debriefing at the conclusion of the experience. The program has been well received. The majority of students report that the exercise achieves its learning objectives and has been a valuable experience. In addition, the students note that our cases offer a realistic experience. A program such as this allows the faculty an opportunity to observe and provide formative feedback to the students regarding their clinical performance when caring for patients in a simulated inpatient setting.

Citation

Wald D, Peet A, Cripe J, Kinloch M. A simulated Night on Call experience for graduating medical students. MedEdPORTAL Publications. 2016;12:10483. https://doi.org/10.15766/mep_2374-8265.10483

Educational Objectives

At the conclusion of the Night on Call experience, the learners will be able to:

  1. Manage patients in a setting and time line similar to an intern’s night on call.
  2. Assess and manage multiple patients in rapid succession.
  3. Respond to unanticipated medical emergencies.
  4. Determine whether previously stable patients require an increased level of care.
  5. Provide handoff to a patient care team about patients they are covering.
  6. Debrief with peers and faculty, allowing for self-reflection on performance along with near real-time feedback.

Keywords

  • Capstone, Entrustable Professional Activities, Simulation, Editor's Choice

References

  1. Englander R, Flynn T, Call S, et al. Core Entrustable Professional Activities for Entering Residency. Washington, DC: Association of American Medical Colleges; 2014.

  2. Fitch MT. Using high-fidelity emergency simulation with large groups of preclinical medical students in a basic science course. Med Teach. 2007;29(2-3):261-263. http://dx.doi.org/10.1080/01421590701297334

  3. Goodrow MS, Rosen KR, Wood J. Using cardiovascular and pulmonary simulation to teach undergraduate medical students: cases from two schools. Semin Cardiothoracic Vasc Anesth. 2005;9(4):275-289. http://dx.doi.org/10.1177/108925320500900402

  4. Reddy ST, Chao J, Carter JL, et al. Alliance for Clinical Education perspective paper: recommendations for redesigning the “final year” of medical school. Teach Learn Med. 2014;26(4):420-427. http://dx.doi.org/10.1080/10401334.2014.945027

  5. Teo AR, Harleman E, O’Sullivan PS, Maa J. The key role of a transition course in preparing medical students for internship. Acad Med. 2011;86(7):860-865. http://dx.doi.org/10.1097/ACM.0b013e31821d6ae2

  6. Wald D, Heckman J, Cripe J. Basic science—clinical correlation exercise using a high fidelity simulator. MedEdPORTAL Publications. 2010;6:7786. http://dx.doi.org/10.15766/mep_2374-8265.7786

  7. Wald DA, Peet A. “Acting” interns, assessing when graduating medical students call for help, a simulated capstone experience [abstract]. West J Emerg Med. 2014;15(5.1):s19

  8. Wald DA, Peet A, Cripe J, Curtis M. Development of a simulated “Night on Call” experience within a capstone course at one U.S. medical school [abstract]. Acad Emerg Med. 2013;20(supp s1):s338.

  9. Wald DA, Peet A, Yu D. “Acting” interns, assessing when senior medical students call for help using standardized patients [abstract]. West J Emerg Med. 2015;16(4.1):s1.

  10. Wald DA, Wang A, Carroll G, Trager J, Cripe J, Curtis M. An office-based emergencies course for third-year dental students. J Dental Educ. 2013;77(8):1033-1041.

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ISSN 2374-8265