Relationships Matter: Enhancing Trainee Development with a (Simple) Clerkship Curriculum Reform

Area of Science:

• Medical Education
• Clinical Training
• Obstetrics and Gynecology

Background:

• Traditional medical clerkships often lack continuity, limiting meaningful learning opportunities.
• Brief faculty-student encounters hinder the development of trust and feedback essential for growth.

Purpose of the Study:

• To evaluate the impact of restructuring clinical clerkships to enhance the faculty-student educational alliance.
• To assess the effect of curriculum reform on student participation and experience in obstetrics and gynecology clerkships.

Main Methods:

• A mixed-methods approach was employed, including quantitative assessment of procedures performed and qualitative analysis of student surveys and faculty focus groups.
• The study compared student performance before and after implementing a revised clerkship model with a single supervisor and reduced fragmentation.
• Supervisor-trainee relationships were explored through "rich picture" discussions.

Main Results:

• Students in the revised clerkship performed twice the number of obstetric procedures.
• Qualitative data indicated that supervisor trust, proactivity, and relationship continuity positively influenced student participation.
• Both students and faculty identified the quality of the supervisor-trainee relationship as crucial for meaningful clinical engagement.

Conclusions:

• Strengthening the continuity of the supervisor-trainee relationship in clinical clerkships enhances trust and leads to more effective training.
• Reciprocal engagement and aligned goals between supervisors and trainees are vital for a positive and productive educational experience.