152 Transition to residency - Evaluation of a novel bootcamp for incoming paediatric residents
Notice bibliographique
Résumé
Abstract Primary Subject area Medical Education Background In 2020, medical students experienced a sudden change in their learning context due to the COVID-19 pandemic. University policies and public health recommendations removed medical students from their clinical learning environments. Given this shift from work-based learning, incoming residents and educators alike were wary of the impact on residency readiness. With the current context in mind, and with an approaching CBD launch, the UBC Pediatrics training program developed a bootcamp curriculum in an attempt to ease residency transition. This month-long rotation included instruction and experiential learning in all CanMED roles, with heavy focus on medical expert, communication and collaboration skills required of new residents. Wellness topics were also included given the additional stressors associated with the pandemic. Objectives 1). Develop a novel bootcamp curriculum for incoming pediatrics residents with a focus on all CanMED roles in the context of the unique learning constraints during the COVID-19 pandemic. 2). Use cross-sectional survey data to assess comfort levels of new pediatrics residents in all CanMED roles prior to, and after, participating in bootcamp. 3). Discuss implications for medical educators in transitioning new residents into their role, given current limitations imposed by the pandemic. Design/Methods We created and distributed a cross-sectional survey to 19 incoming pediatric residents through a secure online platform (RedCAP). Using a 5-point likert scale, survey questions focused on assessing resident comfort levels with competencies from all CanMED roles prior to, and after, participating in bootcamp. Free text comments were included to expand on quantitative data. Results Response rate was 100% (19/19) for pre-bootcamp surveys, and 84% (16/19) for post-bootcamp surveys. Prior to residency, respondents reported feeling uncomfortable with physical exam skills, pediatric hospital medicine and procedures. After the bootcamp block, participants noted increased comfort with medical management in acute care settings (for example, approach to pediatric cardiac arrest), procedural skills such as LPs, and managing common on call problems (for example, electrolyte disturbances and antibiotics). In free text comments, simulation training was highlighted as being particularly important for building communication and teamwork skills. Trainees seemed to find enjoyment in learning new wellness techniques such as mindfulness and narrative medicine. Residents also noted increased social connection within the group. Conclusion Our results suggest that during a period of heightened vulnerability, purposeful attention to transitioning new residents into their new role through a bootcamp rotation provided increased comfort and confidence in many CanMED roles. Furthermore, residents endorsed increased cohesion and acknowledged the social benefits of participating in team-based learning, a particularly important and potentially protective outcome given current limitations imposed by the pandemic.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».