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首页> 外文期刊>The Journal of Graduate Medical Education >What Are We Telling Our Students? A National Survey of Clerkship Directors' Advice for Students Applying to Internal Medicine Residency
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What Are We Telling Our Students? A National Survey of Clerkship Directors' Advice for Students Applying to Internal Medicine Residency

机译：我们在告诉我们的学生是什么？对申请内科居民的学生的职务委员会建议的国家调查

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Background? Little is known about the advice fourth-year medical students receive from their advisors as they prepare to apply for residency training.;Objective? We collected information on recommendations given to medical students preparing to apply to internal medicine residencies regarding fourth-year schedules and application strategies.;Methods? Clerkship Directors in Internal Medicine conducted its annual member survey in June 2013. We analyzed responses on student advising using descriptive and comparative statistics, and free-text responses using content analysis.;Results? Of 124 members, 94 (76%) responded, and 83 (88%) advised fourth-year medical students. Nearly half (45%) advised an average of more than 20 students a year. Advisors encouraged students to take a medicine subinternship (Likert scale mean 4.84 [1, strongly discourage, to 5, strongly encourage], SD = 0.61); a critical care rotation (4.38, SD = 0.79); and a medicine specialty clinical rotation (4.01, SD = 0.80). Advisors reported they thought fourth-year students should spend a mean of 6.5 months doing clinical rotations (range 1–10, SD = 1.91). They recommended highest academic quartile students apply to a median of 10 programs (range 1–30) and lowest quartile students apply to 15 programs (range 3–100). Top recommendations involved maximizing student competitiveness, valuing program fit over reputation, and recognizing key decision points in the application process.;Conclusions? Undergraduate medical advisors recommended specific strategies to enhance students' competitiveness in the Match and to prepare them for residency. The results can inform program directors and encourage dialogue between undergraduate medical education and graduate medical education on how to best utilize the fourth year.;What was known and gap Few studies have explored the content of guidance that students receive as they navigate the residency application process.;What is new Key advisor recommendations for fourth-year medical students planning to apply to internal medicine programs.;Limitations Use of advisors' self-report of advising, not students' perceptions of advice received.;Bottom line Frequent recommendations included maximizing student competitiveness, valuing residency program fit, and recognizing key decision points in the application process.;Introduction The transition period from student to resident is a critical juncture bridging undergraduate medical education and graduate medical education. Residency program directors (PDs) expect entering interns to possess specific skills, and medical schools are tasked to guide students fulfilling diverse career paths and to prepare them for residency. Yet, viewpoints differ on how best to structure the final year of medical school. Some PDs desire strengthening of practical skills,1 some call for its truncation,2 and others encourage individualized exploration of research, service, or other areas.3,4 Medical students use the fourth year to master skills needed for residency, to fulfill personal needs, and to explore topics and practice settings.5 They may use this time to increase their chances of succeeding in an increasingly competitive Match.5–10 Such strategies could include applying to a larger number of programs, doing “away” rotations at desired programs, or performing well in key rotations. Little is known about the advice fourth-year medical students receive from their advisors. Understanding the nature of this advice could contribute to improving dialogue between undergraduate medical education and graduate medical education on this critical transition period. The purpose of this study was to describe recommendations given to medical students in their preparation to apply to internal medicine residencies, and in the navigation of fourth-year schedules and residency application strategies. Comparing results to known PD attitudes may be a first step in efforts to maximize the efficacy of the fourth year, and to a
机译：背景？关于第四年医学院的建议，顾问的建议很少，因为他们准备申请居住培训。;目标？我们收集了关于向医疗学生提供的建议的信息，准备适用于关于第四年的第四年和申请策略的内科居民。;方法？内科中的手提包董事于2013年6月进行了其年度会员调查。我们分析了使用描述性和比较统计的学生建议的答复，以及使用内容分析的自由文本响应。;结果？ 124名成员，94名（76％）回应，83名（88％）建议第四年医学生。近一半（45％）平均每年均超过20名学生。顾问鼓励学生服用药物子仪（李克特比例为4.84 [1，强烈地劝阻，强烈鼓励]，SD = 0.61）;关键护理旋转（4.38，SD = 0.79）;和药物专业临床旋转（4.01，SD = 0.80）。顾问报告他们认为第四年的学生应该花费6.5个月的临床旋转（1-10，SD = 1.91）。他们推荐的最高学术四分位数学生适用于10个节目（范围1-30）的中位数，最低四分位数申请15个程序（范围3-100）。最重要的建议涉及最大限度地提高学生竞争力，重视计划适应声誉，并识别申请过程中的关键决策点。;结论？本科医疗顾问建议提高学生对比赛中的竞争力的具体策略，并为居留准备。结果可以向计划董事提供信息，并鼓励本科医学教育和研究生医学教育如何最佳利用第四年。;少数研究的众所周知和差距探索了学生在纳入居住申请过程时获得的指导内容。;新重点顾问建议，为第四年的医学生计划申请内部医学计划。;限制使用顾问的自我报告的建议，而不是学生对所收到的建议的看法。;底线频繁建议包括最大化的学生竞争力，估值居住计划适合，并识别申请过程中的关键决策点。简介学生到居民的过渡期是一个关键的桥接本科医学教育和研究生医学教育。居住计划董事（PDS）期望进入实习生拥有具体技能，医学院是指导学生履行不同的职业道路，并为居留准备。然而，观点对于医学院的最后一年有何不同。一些PDS渴望加强实用技能，1次呼吁其截断，2和其他人鼓励对研究，服务或其他地区的个性化探索.3,4医学生使用第四年来掌握居住所需的技能，以满足个人需求并且探索主题和练习设置.5他们可能会使用这一时间来提高他们在越来越竞争的匹配中取得成功的机会.5-10这样的策略可以包括申请更大数量的程序，在所需的程序下进行“远离”旋转，或在关键旋转中表现良好。对第四年医学生从顾问收到的建议知之甚少。了解这一咨询的性质可能有助于改善本科医学教育与研究生医学教育对这一关键过渡期的对话。本研究的目的是描述给予医学生准备申请内部医学居民的建议，并在第四年的时间表和居留申请战略中的导航。与已知的PD态度的比较结果可能是最大化第四年的效果的第一步，以及

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