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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 the journey of 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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The systematic review of procedural skills training in medical education reveals a pronounced gap between the theoretical knowledge provided to students and the practical skills essential for clinical practice.

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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.

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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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The Mastery Learning Course for Medical Students on Core Clinical Procedures (MCCP), developed for students at CUSM, aims to bridge the critical gap between theoretical knowledge and practical procedural skills in medical education. This innovative curriculum enhances students' ability to perform essential clinical procedures competently and confidently in real-world settings.

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Hina Mohsin, MD

Associate Professor of Medical Education

Shazia Sheikh, MD

Assistant Professor of Medical Education

California University of Science and Medicine

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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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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