Evaluation of Interprofessional Team Disclosure of a Medical Error to a Simulated Patient.

To evaluate the impact of an Interprofessional Communication Skills Workshop on pharmacy student confidence and proficiency in disclosing medical errors to patients. Pharmacy student behavior was also compared to that of other health professions' students on the team. Students from up to four different health professions participated in a simulation as part of an interprofessional team.

Are fourth-year medical students as prepared to manage unstable patients as they are to manage stable patients?

Purpose: To evaluate the fourth-year medical student's assessment and management of an unstable patient.

Method: The authors compared the performance of fourth-year medical students in a clinical performance examination (CPX) across a spectrum of simulated stable conditions as compared with a case of ST-elevation myocardial infarction (STEMI). All fourth-year medical students at the Medical University of South Carolina participated in an eight-station CPX.

Simulation curriculum can improve medical student assessment and management of acute coronary syndrome during a clinical practice exam.

Background: It has been noted that increased focus on learning acute care skills is needed in undergraduate medical curricula. This study investigated whether a simulation-based curriculum improved a senior medical student's ability to manage acute coronary syndrome as measured during a clinical performance examination (CPX). The authors hypothesized that simulation training would improve overall performance when compared with targeted didactics or historical controls.

Simulation-based teaching to improve cardiovascular exam skills performance among third-year medical students.

Background: Evidence supports the need for improvement in cardiac physical examination skills training.

Purpose: This study evaluates whether the addition of simulation offers added benefit over training utilizing standardized patients only.

Methods: All 124 third-year students who completed the required clerkship in one academic year received cardiac examination skills training utilizing a standardized patient and a cardiac simulator.

Applying Theory to Assess Cultural Competency.

Using a theoretical cultural competency model, the effectiveness of a cultural competency learning assignment was examined to determine: 1) students' cultural competency levels as reflected through the assignment, and 2) the effectiveness of the assignment as a cultural competency learning activity. Third-year family medicine clerkship students completed a required project to research and reflect upon a patient's "cultural belief." Applying a model of cultural competence development, a content analysis of written project reports determined what level of cultural competence was expressed by students' reflections.

Medical students' perceptions of rural practice following a rural clerkship.

Background And Objectives: Evidence suggests that rural experiences can positively influence students' preferences for rural practice. This study examined changes in students' perceptions toward rural primary care following a required rural clerkship.

Methods: Third-year students completed pre- and post-clerkship questionnaire items assessing their beliefs about primary care physicians who practice in rural communities in comparison with their urban/suburban counterparts.