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METHODS
The new curriculum began to implement in 2009.
After 2009, All the medical students in our hospital
were enrolled in this training program. The
simulation based clinical skills training was
practiced in the clinical skills lab. So far, there were
215 medical students have been training in this
program.
RESULTS
There are 70 routine technical procedures which a
medical student is expected to be competent to
perform before graduating from our medical school.
For each procedure, the training will include 4
steps. Step 1, Study the related knowledge. In this
step, the student will attend a didactic training
session on indications, risks and complications,
procedural technique, post-procedure
interpretation, and a step-by-step demonstration of
this procedure on the simulator. All students are
required to pass a multiple choice written
examination prior to enter next step. Step2,
Simulation based training. The students will
perform the procedure on the simulators under the
guidance of a full time teacher until they finished
mastery learning on this procedure and pass the
examination. Step 3, Perform on patients. Different
from the western countries, students will study 8
years in our medical school. In the last 3 year, they
will rotate as clerkship and intern. Depend on the
invasiveness of the procedure; students may
perform some of non-invasive or less invasive
procedures on the patients, such as physical
examination, IV puncture. Student may be an
assistant or an observer to participate some invasive
procedures. In this stage, each student must
perform or observe a certain number of the
procedure. Step 4, Final test. All students will
undertake the clinical skills test before they
graduate. The test will cover all 70 routine technical
procedures. Students will be required to perform 10
to 15 randomized choose procedures on simulator.
CONUSIONS
The ‘Curriculum for Clinical Skills Repeat Training’
is not to replace real clinical patient experiences.
Our experience demonstrated that the new
curriculum has incorporated simulation based
clinical skills training into the traditional medical
curriculum. Under this project, the clinical skills
have been trained repeatedly at different time in
various ways; it can improve the students’
performance.
Curriculum Abstract ID: 145
INTEGRATION ON ALL LEVELS: INTER-
PROFESSIONAL EDUCATION FOR
MEDICAL AND PHYSICIAN ASSISTANT
STUDENTS
Elizabeth Kachur 1 , Donald Kollisch 1 , David Lau 1 ,
Karen Adamo-Henry 1 , Paul Foster 1 , Jose
Fernandez 1 , Vanessa Jennings 1 , Demian Szyld 2,
1 Sophie Davis School of Biomedical Education at
The City College of New York, 2 New York
Simulation Center for the Health Sciences, USA
PURPOSE
A pilot project was organized a. To explore an Interprofessional
Education (IPE) model that utilizes
small group teaching, Standardized Patients (SPs), a
multi-visit continuity case (illustrating the
biopsychosocial aspects of diabetes & cardiac
disease) and the technological opportunities of a
simulation center. b. To enhance the relationship
between two departments within one institution.
This poster will describe the program and elaborate
on the evaluation results.
METHODS
The Sophie Davis School of Biomedical Education
(SDSBE) includes a BS/MD and a Physician
Assistant (PA) program. Despite co-location and
shared administrative oversight, students have not
had prior opportunities to learn together. This fullday
program consisted of a lecture and panel on the
Patient-Centered Medical Home (PCMH) and
Team-Based Care as well as a small group SP
exercise. The latter included assessment and
intervention tasks typical in the care of chronically
ill patients: establishing care, compliance issues,
loss of insurance and hospitalization follow-ups.
Small groups were formed consisting of three
BS/MD and PA student pairs and faculty from each
profession. The audio-visual technologies available
at a modern clinical skills center allowed for
unobtrusive observations of SP interactions and
dynamic group discussions.
RESULTS
Students from both programs demonstrated
significant learning gains as evidenced through preand
post-intervention surveys and narrative
responses. Satisfaction with the SP small group
session far outweighed the perceived value of the
preparatory reading, the lecture and the panel.
Faculty and student program evaluations revealed a
strong desire to expand the exercise and make IPE a
routine element of each training program.
Medical Science Educator © IAMSE 2012 Volume 22(4S) 292