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Assessment of clinical continuity strategies offered by dual-degree training programs in the USA

Spellicy, Samantha E. and Mannon, Elinor C. and Iness, Audra N. and Erickson, Hanna L. and Camacho, Mariam B. and Banerjee, Abhik and Liu, Jillian and Adami, Alex and Weintraub, Neal L. (2022) Assessment of clinical continuity strategies offered by dual-degree training programs in the USA. Journal of Clinical and Translational Science, 6 (1). Art. No. e116. ISSN 2059-8661. doi:10.1017/cts.2022.454.

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Background: Integration of clinical skills during graduate training in dual-degree programs remains a challenge. The present study investigated the availability and self-perceived efficacy of clinical continuity strategies for dual-degree trainees preparing for clinical training. Methods: Survey participants were MD/DO-PhD students enrolled in dual-degree-granting institutions in the USA. The response rate was 95% of 73 unique institutions surveyed, representing 56% of the 124 MD-PhD and 7 DO-PhD recognized training programs. Respondents were asked to indicate the availability and self-perceived efficacy of each strategy. Results: Reported available clinical continuity strategies included clinical volunteering (95.6%), medical grand rounds (86.9%), mentored clinical experiences (84.2%), standardized patients/ practice Objective Structured Clinical Examinations (OSCEs) (70.3%), clinical case reviews (45.9%), clinical journal clubs (38.3%), and preclinical courses/review sessions (37.2%). Trainees rated standardized patients (µ = 6.98 ± 0.356), mentored clinical experiences (µ = 6.94 ± 0.301), clinical skills review sessions (µ = 6.89 ± 0.384), preclinical courses/review sessions (µ = 6.74 ± 0.482), and clinical volunteering (µ = 6.60 ± 0.369), significantly (p < 0.050) higher than clinical case review (µ = 5.34 ± 0.412), clinical journal club (µ = 4.75 ± 0.498), and medicine grand rounds (µ = 4.45 ± 0.377). Further, 84.4% of respondents stated they would be willing to devote at least 0.5–1 hour per week to clinical continuity opportunities during graduate training. Conclusion: Less than half of the institutions surveyed offered strategies perceived as the most efficacious in preparing trainees for clinical reentry, such as clinical skills review sessions. Broader implementation of these strategies could help better prepare dual-degree students for their return to clinical training.

Item Type:Article
Related URLs:
URLURL TypeDescription
Spellicy, Samantha E.0000-0001-5648-8816
Mannon, Elinor C.0000-0002-8379-7144
Iness, Audra N.0000-0001-5194-1319
Banerjee, Abhik0000-0001-9127-5461
Additional Information:The authors would like to acknowledge Drs Teddy Mamo and Daniel Barnett for their feedback during the original inception of the study, as well as the American Physician Scientists Association.
Issue or Number:1
Record Number:CaltechAUTHORS:20221017-15547800.32
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Usage Policy:No commercial reproduction, distribution, display or performance rights in this work are provided.
ID Code:117470
Deposited By: Research Services Depository
Deposited On:21 Oct 2022 20:26
Last Modified:21 Oct 2022 20:26

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