A professional development course for the clinical clerkships: developing a student-centered curriculum

Area of Science:

• Medical Education
• Professionalism in Medicine
• Healthcare Team Dynamics

Background:

• Professional development is crucial for third-year medical students transitioning into healthcare teams.
• Existing curricula address professional development, but specific interventions for this cohort are vital.

Purpose of the Study:

• To present and evaluate a professional development curriculum designed for third-year medical students.
• To assess the curriculum's impact on student reflection and professionalism.

Main Methods:

• A curriculum combining large group panels, small group discussions, and critical incident reports was implemented.
• Student feedback informed a revised, student-centered panel in the second year, focusing on professionalism themes from critical incident reports.
• The setting was an urban medical school.

Main Results:

• Students rated the curriculum favorably, with small groups averaging 3.95-3.98 and panels 3.54-4.41 (on a 5-point scale).
• The revised 2006 pilot panel received a high rating of 4.38.
• Common professionalism themes identified from 185 critical incident reports included communication, compassionate care, accountability, and teamwork.

Conclusions:

• A structured professional development curriculum incorporating panels, small groups, and critical incident reports effectively promotes reflection in third-year medical students.
• The curriculum addresses key aspects of professionalism essential for effective healthcare practice.