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Updated: May 26, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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How Ready Are Our Near-Graduates for Internship? Data from Seven Medical Schools.

Tavinder K Ark1, Dawn E DeWitt2, Sondra Zabar3

  • 1Department of Medical Education, City University of New York School of Medicine, New York, NY 10031 USA.

Medical Science Educator
|May 25, 2026
PubMed
Summary

Medical students show competence in basic communication but need improvement in patient education, teamwork, clinical reasoning, and evidence-based practice. This study provides benchmarks for residency transition training.

Keywords:
360 evaluationMedical educationOSCEPerformance based assessmentTransition to residency

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Published on: November 15, 2024

Area of Science:

  • Medical Education
  • Clinical Skills Assessment
  • Healthcare Simulation

Background:

  • Assessing medical student readiness for residency is crucial for effective training.
  • Entrustable Professional Activities (EPAs) define core competencies for new physicians.
  • The transition to residency requires demonstrated proficiency in fundamental clinical skills.

Purpose of the Study:

  • To evaluate medical student readiness to perform essential EPAs upon entering residency.
  • To identify specific areas of strength and weakness in near-graduates' clinical skills.
  • To establish benchmarks for clinical competency during the transition to internship.

Main Methods:

  • The Night-onCall (NOC) simulation assessed 1116 near-graduates across seven US medical schools (2020-2023).
  • Multi-perspective assessments included standardized patients, nurses, attendings, and residents evaluating EPA performance.
  • Faculty assessed clinical reasoning via written notes, and librarians evaluated literature search skills.

Main Results:

  • 75% of communication skills and 56% of patient education items were rated as Well Done (WD) by standardized patients.
  • Interprofessional and intraprofessional communication were rated WD by 57% and 61% of raters, respectively.
  • Faculty rated clinical reasoning as beginning (45%) or competent (44%); 16% of literature searches were rated WD.

Conclusions:

  • Near-graduates exhibit competent basic communication but require further development in patient education and team collaboration.
  • Clinical reasoning and evidence-based practice skills need enhancement for day-one residency readiness.
  • Findings offer valuable benchmarks for medical school curricula and residency program support.