2011 - UCSF School of Medicine - University of California, San ...

UCSF Education Day 2011their future careers. We implemented a required yearlongcurriculum for all first-year health professionsstudents. The curriculum included 2 half-day events(“IPE Days 1 & 2”) during which students collaborated ininterprofessional teams of 9-10 students to addresshealthcare disparities and team communicationchallenges. Student teams also responded to four triggerquestions throughout the year using an online discussionforum.Methods: Students completed satisfaction surveys atthe end of each IPE Day and year using a 5-point Likertscale (1=strongly disagree, 5=strongly agree). Wedetermined utilization of the online forum by calculatingand categorizing student postings and identifying majorthemes.Results: 477 students participated in the curriculum.Students rated both IPE Days 1 and 2 as effective (Day1=4.06, Day 2=3.92) and relevant to their education(4.30, 4.06). 423 (88.9%) students participated in theonline forum generating 1205 postings. Studentresponse rate to the online questions decreased from83% to 26% over the year. Pharmacy students had thehighest online participation rate (92% responded at leastonce) and nursing the lowest (81%, p=0.02). Majordiscussion themes are presented.Discussion: We successfully implemented a novelinterprofessional curriculum which was well received byfirst-year health professions students. However, use ofthe online forums declined over time, suggesting theneed for further curricular refinements to sustainparticipation.Reflection: Input from faculty from all participatingschools was critical to the success of thisinterprofessional initiative. Student feedback wasgathered via online and paper surveys, and was used toinform the expansion and refinement of the curriculum.What's Really So Different aboutLongitudinal Integrated Clerkships(LICs) and Block Clerkships?Findings from a Multi-CenterObservational, Work Sampling StudyBridget O'Brien, PhD, UCSF, bridget.obrien@ucsf.edu;Ann Poncelet, MD, UCSF, ann.poncelet@ucsf.edu; LoriHansen, MD, University of South Dakota, SanfordSchool of Medicine, lori.hansen@usd.edu; David Hirsh,MD, Harvard Medical School, dhirsh@challiance.org;Barbara Ogur, MD, Cambridge Hospital, HarvardMedical School; Edward Krupat, PhD, Harvard MedicalSchool; Erik Alexander, MD, Harvard Medical School,ealexander@partners.org; Iris Ma, UCSF; Karen Hauer,MD, UCSF, khauer@medicine.ucsf.eduAreas abstract covers: UMEDomain(s) addressed: Evaluation of Programs andCurricula, Longitudinal Educational ActivitiesPurpose: To compare direct and independent patientcare activities of longitudinal integrated clerkship (LIC)and block students at three medical schools.Background: Studies suggest that students in LICsmaintain more patient-centeredness throughout the yearcompared to students in block clerkships. Theexplanation may rest in students’ involvement in directpatient care activities.Methods: We conducted a yearlong, observational,work sampling study at 3 US medical schools with LICand block clerkships. Trained observers documentedstudents’ activities and level of participation every 10minutes for 4-hour periods in internal medicine andobstetrics-gynecology. In this analysis, we comparestudents’ participation in direct patient care activities inthe last three months of the clerkship year. Each studentwas observed 1-4 times. The observation session is theunit of analysis. Data analysis included calculatingmedian percentages of session time and Mann-WhitneyU-tests comparing percentage of session time that LICand block students’ engage in direct and independentpatient care activities.Results: We observed 44 students (28 LIC,16 block),resulting in 91 late year observations. Despite somedifferences among schools, LIC students overall spentsignificantly more time engaged in direct patient carecompared to block students (45%vs.35%,p=0.040) andmore time performing these direct patient care activitiesindependently than block students (25%vs.9%,p