Burning the Midnight Oil: A Focus Group Study of Medical Student Night Call Preferences
Notice bibliographique
Résumé
Abstract BACKGROUND: Call is an integral component of clerkship, providing unique clinical and educational opportunities. Recently, traditional call has been the subject of scrutiny, resulting in changes to call requirements. Canadian Pediatric clerkships currently employ a variety of call modalities, including night float, evening call, and overnight call. OBJECTIVES: To explore the impact that call modalities have on medical students, and elucidate preferences. DESIGN/METHODS: We conducted focus groups of 5-7 medical students each. Participants were asked about their experiences with various call systems during clerkship. Verbatim transcripts were analyzed independently by 2 team members using grounded-theory. All codes were further reviewed by the Principal Investigator. RESULTS: Thirty-eight students participated in 6 focus groups. Four over-arching themes were identified as influencing call preferences: (1) Educational value, including patient volume and variety, hands-on experience, and teaching; (2) Quality of life, including fatigue/burn-out, ability to maintain a healthy lifestyle, and free time; (3) Continuity and quality of patient care; (4) Contribution to professional identity and acquisition of CanMEDS roles. Overnight call was described as a “rite of passage”, contributing to improved time management skills, a sense of collegiality, and self-perception as future physicians. With traditional call, post-call days provide opportunity to maintain well-being, although some believe 24-hour shifts impair ability to learn. Moreover, this call modality results in the lowest patient continuity of care. With regard to night float, most students appreciate focused call duties, and enjoy consistency with residents, resulting in greater bonding and teaching. However, they have difficulty adjusting to a nocturnal schedule, and lament missing daytime educational activities during call week. Evening call has the fewest patient encounters, least teaching, and worst fatigue and burn-out. Nonetheless, this call modality has the best patient continuity of care with no loss of daytime work. Students designated overnight call and night float as their preferred modalities, with evening call being unanimously rated least favourite. Students believe that specific goal-setting, and feedback from residents and staff are lacking across all call modalities. CONCLUSION: Students emphasize educational value and quality of life as important determinants of their call experience. Interestingly, acquisition of professional attributes and continuity of care play an important role in determining call preferences. We suggest that integrating the above elements and introducing a formal “call curriculum”, may make the clerkship call experience more standardized and beneficial to medical students, facilitating their growth as medical professionals.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
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 tête enseignante, 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 ».