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Bridging the Critical Gap in Medical Education

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Bridging the Critical Gap in Medical Education

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In becoming competent medical practitioners, students face a significant chasm between theoretical knowledge and the practical skills crucial for patient care.

Purpose of the Project:

Our project delves into the procedural training landscape of North American medical schools, seeking to unearth and address the roots of this educational gap. Through a systematic review and the introduction of the Mastery Learning Course for Medical Students on Core Clinical Procedures (MCCP), we embark on a mission to redefine procedural skills training.

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The Core Entrustable Professional Activities for Entering Residency outlined by the Association of American Medical Colleges in 2014 further emphasized the importance of competency in various procedures as students transition to residency (AAMC, 2014). The EPAs indicate that medical school graduates should demonstrate competency in various procedures, including but not limited to venipuncture, suturing, splinting, arterial puncture, laceration repair, and lumbar puncture (AAMC, 2014).

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This systematic review was conducted following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. The review protocol, detailing the rationale, hypothesis, and analysis methods, was registered with PROSPERO.

Results:

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In addition to established guidelines, the literature suggests that a proactive approach in medical curriculum design is crucial for bridging the gap between theoretical knowledge and practical skills. Evidence shows that medical students often face a disparity between self-reported confidence and actual procedural competence, leading to increased anxiety and reduced patient care quality. Innovative educational strategies, such as early integration of surgical simulations and structured skills training, have been effective in enhancing procedural skills. Moreover, the importance of timely and constructive feedback is highlighted as essential for the mastery of these skills. Longitudinal studies emphasize the benefits of continuous exposure to procedural training, underscoring the need for a comprehensive and integrated approach from the early stages of medical education.

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Mastery Learning Course for Medical Students on Core Clinical Procedures

Faculty Lead(s): Drs. Hina Mohsin and Shazia Sheikh

Activity Description: This six-week course enhances medical students' competence and confidence in core clinical procedures. It combines in-class activities, a competency logbook, and a capstone project to provide comprehensive skill development and assessment.

Learning Outcomes:

1. Demonstrate Competence: Exhibit proficiency in core clinical procedures through hands-on application.

2. Boost Confidence: Develop increased confidence in performing essential clinical skills, translating to improved patient care.

3. Effective Documentation: Learn to systematically document their learning experiences and procedural encounters, ensuring accurate record-keeping.

4. Applied Clinical Scenario: Apply acquired procedural skills in a simulated clinical scenario, fostering clinical reasoning and decision-making.

5. Long-term Retention: Retain and effectively apply the acquired skills in real clinical practice, reinforcing their utility and relevance.

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Instructions. Please rate your familiarity and confidence with the following procedures on a scale from 1 to 5, where 1 indicates no familiarity/confidence and 5 indicates high familiarity/confidence.

Familiarity (1-5)

Confidence (1-5)

Airway management

Venous access procedures

Arterial lines & central venous lines

Lumbar punctures

Thoracentesis & paracentesis

Joint aspiration

Suturing & wound management

NG tube insertion

Foley catheterization

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Day 1 – Thurs., April 11th; Orientation (Online)

Day 2 - Wed., April 17th

Day 3 - Wed., April 24th

Day 4 - Wed., May 8TH

Day 5 - Wed., May 15th

Day 6 - Wed., May 29th; Capstone Session

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The Medical Clinical Competency Program (MCCP) aims to:

•	Enhance medical students' procedural skills, reducing complications.
•	Boost students' confidence in clinical abilities, measured through surveys.
•	Foster teamwork and interprofessional collaboration skills.
Overall, the MCCP seeks to prepare competent healthcare professionals ready for modern medical challenges.

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The introduction of the MCCP at CUSM represents a proactive step towards enhancing procedural training in medical education. By incorporating innovative teaching methods, including simulation-based learning, IPE, and faculty development initiatives, the MCCP aims to produce graduates who are technically proficient, confident, and ready to collaborate effectively in clinical practice. Continuous evaluation and adaptation of the program will be essential to keep pace with the evolving demands of healthcare and education standards, ensuring that medical students are well-equipped to meet the challenges of patient care in the 21st century.