Efficacy of Virtual Hospital Experiential Learning Across M1, M2 and M3 DO Students at PCOM
Location
Moultrie, GA
Start Date
4-5-2022 1:00 PM
End Date
4-5-2022 4:00 PM
Description
INTRODUCTION: During the COVID-19 pandemic, Philadelphia College of Osteopathic Medicine chose to institute a virtual clerkship rotation to mirror the same skills that students would garnish from an in-person clinical site rotation. This was the key to maintaining the progression of their students’ success in their pursuits to become physicians. Learning the same skills, procedures, and knowledge overall.
OBJECTIVES: The primary objective of this survey is to demonstrate the efficacy and benefits of the implementation of the VHEL through demonstrated aptitudes such as increased confidence and refined and acquired skills by the medical student volunteers.
METHODS: Cases were presented to a group of 5-6 medical student volunteers each week. On the Monday of the week, students entered Bluejeans virtual platform for a standardized patient encounter. All students were randomly assigned to sessions by staff and faculty. A post-survey was given to determine level of Student Confidence (measured via Likert Scale, self-reported).
RESULTS: Our preliminary data shows 47 total survey responses, and 37 completed surveys. Out of the 37 completed responses, the data thus far shows that, on average, after one session of the VHEL, students report increased confidence in their diagnosis skills and problem solving in a clinical setting.
CONCLUSION: We continue to gather data to determine whether M1 and M2 students report a higher number of clinical skills gained (writing an admission note, efficiency of transcribing notes, ordering labs, and creating a list of differentials) from the VHEL relative to the M3 students.
Embargo Period
5-31-2022
Efficacy of Virtual Hospital Experiential Learning Across M1, M2 and M3 DO Students at PCOM
Moultrie, GA
INTRODUCTION: During the COVID-19 pandemic, Philadelphia College of Osteopathic Medicine chose to institute a virtual clerkship rotation to mirror the same skills that students would garnish from an in-person clinical site rotation. This was the key to maintaining the progression of their students’ success in their pursuits to become physicians. Learning the same skills, procedures, and knowledge overall.
OBJECTIVES: The primary objective of this survey is to demonstrate the efficacy and benefits of the implementation of the VHEL through demonstrated aptitudes such as increased confidence and refined and acquired skills by the medical student volunteers.
METHODS: Cases were presented to a group of 5-6 medical student volunteers each week. On the Monday of the week, students entered Bluejeans virtual platform for a standardized patient encounter. All students were randomly assigned to sessions by staff and faculty. A post-survey was given to determine level of Student Confidence (measured via Likert Scale, self-reported).
RESULTS: Our preliminary data shows 47 total survey responses, and 37 completed surveys. Out of the 37 completed responses, the data thus far shows that, on average, after one session of the VHEL, students report increased confidence in their diagnosis skills and problem solving in a clinical setting.
CONCLUSION: We continue to gather data to determine whether M1 and M2 students report a higher number of clinical skills gained (writing an admission note, efficiency of transcribing notes, ordering labs, and creating a list of differentials) from the VHEL relative to the M3 students.
Comments
Winner of PCOM South Georgia D.O. Student Research Award and Best Overall Research Project