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

UCSF Education Day 2011PISCES=4.32). Students in either longitudinal modelwere more likely to describe continuity relationships withpatients and preceptors/role models as strong positiveinfluences on their medical education. For 2008-2010,Model SFGH matched into Family Medicine at a higherrate than other students (18%vs6%).Discussion: Both the 6 month longitudinal and the 12-month longitudinal integrated model seem to offer betterfeedback, positive continuity experiences, and morehighly-rated clerkship experiences than the traditionalmodel. However, longitudinal models are also moreresource-intensive. Any discussion of which model isoptimal should include consideration of outcomes as wellas resource use.Reflective critique: This work was discussed at STFM.Future research will focus on how to extend optimalaspects of the longitudinal models to students in all FMclerkship models.References:1. Hirsh, NEJM 2007.2. Irby, Academic Medicine 1995.3. Prislin, Academic Medicine 1998.Medical Student Perceptions ofAnesthesiologyKathryn Price, MS, University of California SanFrancisco, School of Medicine, kathryn.price@ucsf.edu;Guneet Natt, MD, San Francisco VA Medical Center,guneet_nat@yahoo.com; Bridget O'Brien, PhD,University of California San Francisco, Office of MedicalEducation, ObrienB@medsch.ucsf.edu; MarekBrzezinski, MD PhD, University of California SanFrancisco, Department of Anesthesia and PerioperativeCare, BrzezinM@anesthesia.ucsf.edu; Martin Bogetz,MD, University of California San Francisco, Departmentof Anesthesia and Perioperative Care,BogetzM@anesthesia.ucsf.eduAreas abstract covers: UMEDomain(s) addressed: Professionalism, ReflectionPurpose: To describe students’ perceptions ofanesthesiology prior to their clinical clerkship.Background: Perceptions of another's field of practicecan impact interprofessional collaborations. The hiddencurriculum may influence students' perceptions of a fieldand these perceptions may persist because studentslack opportunities to challenge them early in training.Inaccurate or negative perceptions may interfere withstudents’ openness to learning and interaction withpatients and team members.Methods: Medical students were asked to "describe onepreconceived notion about the specialty of anesthesia"at the start of their required UCSF anesthesiologyclerkship. Responses were collected from 1,009students from 2003 - 2009. A general inductive approachwas used to analyze students' written preconceptions.Preconceptions were coded with consensus by twoauthors for both theme and tone.Results: Five themes emerged: task responsibilities,patient interaction, lifestyle, reputation, and future of thefield. Task responsibilities were discussed mostfrequently(53%), often with negative tone(56%).Students felt "unclear" about the non-procedural taskresponsibilities of anesthesiologists. Patientinteraction(19%) was also perceived negatively(88%),with emphasis on lack of longitudinal relationships andlimited time spent with patients. Lifestyle-focusedpreconceptions(10%) were more positive(87%),centering on enviable hours and compensation. Higherlevels of substance abuse and difficulty interacting withsurgeons contributed to negative impressions(46%) ofprofessional reputation(16%). The future ofanesthesiology(2%) was often viewed positively(60%),noted for job security and residency competitiveness.Discussion: Negative perceptions can adversely impactinterprofessional respect, communication andcollaboration. Patient care and safety may suffer.Curricular interventions can facilitate more accurate,typically less critical perceptions of specialties. Earlierexposure through shadowing, preceptorships andinterest groups, especially during preclinical years, maydispel stereotypes, improving attitudes andunderstanding of anesthesiologyReflective critique: Presented and modified accordingto ESCape feedback.Medical Students’ Attention toMultiple Risk Behaviors: AStandardized Patient ExaminationJudith J. Prochaska, PhD, MPH, UCSF Department ofPsychiatry, jprochaska@ucsf.edu; Kathleen Gali, UCSFDepartment of Psychiatry, Kathleen.Gali@ucsf.edu;Bernie Miller, UCSF Teaching and Learning Center,MillerB@medsch.ucsf.edu; Karen Hauer, MD, UCSFDepartment of Medicine, khauer@medicine.ucsf.eduAreas abstract covers: UMEDomain(s) addressed: Evaluation of Programs andCurricula, Research, Standardized Patients, Healthbehavior changePurpose: This study examined medical students’assessment and treatment of multiple risk behaviors in a36 The Haile T. Debas Academy of Medical Educators