A Bootcamp for Transition into Clerkship in a Distributed Campus Model

The transition from preclinical to clinical training represents a critical period in medical education, particularly within multi-campus institutions where students relocate to different clinical sites. Because limited research has examined the effectiveness of transitional programs across distributed medical education sites, this study aimed to evaluate whether a brief, multi-campus transitional bootcamp could improve students' confidence and preparedness for clerkships. Bootcamps have been used to facilitate transitions in medical education, particularly between phases of the curriculum and between undergraduate and graduate medical education.

A multi-campus 2-day bootcamp was developed to transition students from the central campus to four clinical training campuses. Campus-specific faculty and senior student preceptors administered different stations on each campus, six stations during the first implementation and 10 during the second year. Participating student surveys were administered immediately before (pre) and after completion (post) of the bootcamp to monitor confidence for each station and overall preparedness for clerkships. Additionally, clerkship director and faculty surveys were administered within the first clerkship period following the bootcamp.

Over the 2-year study period, 191 and 199 students participated, with survey completion exceeding 93% each year. Students consistently reported increased confidence levels across all stations. Following the bootcamp, 99% of students in the first year and 100% in the second year felt more prepared to begin clerkships. Preceptors observed improved readiness and smoother integration into clinical settings during the first clerkship period.

The consistent increase in student confidence and positive preceptor feedback indicated the significant benefit of implementing a focused, 2-day transitional bootcamp. Our data demonstrate that even a brief, structured intervention can improve student confidence, particularly in programs where students transition between campuses. This approach may serve as a practical model for other multi-campus medical schools seeking to support students during this critical period.

The online version contains supplementary material available at 10.1007/s40670-026-02678-8.