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Published on: January 15, 2017
Implementing Value-Added Medical Education: Lessons Learned From the Student-Initiated Stanford Frontline COVID-19
Bright Zhou1, Christopher Calkins2, Tanvi Jayaraman3
1B. Zhou is a fourth-year medical student, Stanford University School of Medicine, Stanford, California; ORCID: https://orcid.org/0000-0002-0253-9179 .
Summary
The Stanford Frontline COVID-19 Consult Service (SFCS) provided medical and physician assistant students with valuable hands-on experience in research and evidence synthesis. This student-led initiative successfully supported clinicians during the pandemic while enhancing medical education.
Area of Science:
- Medical Education
- Public Health
- Information Science
Background:
- Value-added medical education (VAME) implementation faces challenges due to student and educator constraints.
- The COVID-19 pandemic accelerated online learning and highlighted the need for meaningful VAME opportunities for students removed from clinical settings.
- The Stanford Frontline COVID-19 Consult Service (SFCS) was developed to address these needs by engaging students in rapid research for clinicians.
Purpose of the Study:
- To introduce and evaluate the SFCS, a novel student-derived VAME initiative.
- To assess the impact of the SFCS on student learning, satisfaction, and contribution to clinical care.
- To determine faculty satisfaction and the potential for future use of the SFCS resources.
Main Methods:
- The SFCS involved off-service medical and physician assistant students providing rapid research assistance to clinicians on COVID-19 clinical questions.
- Students participated in editorial meetings, received training in literature reviews and information management, and underwent peer review process training.
- The service operated from March to May 2020, with subsequent expansion to community clinicians.
Main Results:
- The SFCS enrolled 16 students and 13 faculty, producing 87 peer-reviewed evidence syntheses.
- Student satisfaction was high (4.9/5), with over 90% self-assessed achievement of learning objectives.
- Faculty satisfaction was also positive (4.4/5), with 87% planning to use the database for future COVID-19 questions.
Conclusions:
- The SFCS represents a novel, student-initiated VAME curriculum that enhances students' contributions to patient care.
- The adaptive, student-driven design empowers students to create personalized, experiential learning opportunities.
- Future plans include tracking student performance and developing frameworks for integrating VAME into preclerkship curricula at other institutions.
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