Results (* denotes statistical significance between means)

1. Core Clerkship Learning Opportunities: A Comparison of Community vs. Academic Centers Luigi Eugene Dagnone1, MD, FRCPC; Danielle Blouin2, MD, MHPE, FRCP; Matthew Simpson3 1Office of Regional Education, 2Office of Faculty Development, 3Med-Tech Unit, Queen’s University, Kingston, Ontario, Canada Background In response to government requests, Queen’s University School of Medicine has substantially increased its enrollment over the last three years. Academic centers can no longer solely assume the clinical training requirements for this larger number of learners, and community preceptors have been recruited to assist with core clerkship delivery. From January 2008 to March 2009, 28% of 486 1-month core rotations took place in communities. Objectives This study compares the learning experiences offered by community centers with that of academic centers from a student’s perspective. Methods At the completion of each core clerkship rotation, students rated the following statements on a 5-point Likert scale. 1=Strongly Disagree 5= Strongly Agree Means were compared using Mann-Whitney U tests. Results (* denotes statistical significance between means) Q1: Learning opportunities were consistent with the rotation objectives. Q4: I had responsibility appropriate for my level / experience / competence. Q7: Formal teaching occurred as scheduled * * * Q2: There was an adequate volume of patients to meet the rotation goals. Q5: I received feedback on my performance during my rotation. Q8: Formal teaching helped improve my knowledge and understanding of the subject matter. * * * * Q3: There were sufficient opportunities to perform technical procedures. Q6: I received feedback at the end of my rotation. Q9: This was an excellent rotation overall. * * * Conclusion From a student perspective, community and academic clerkship rotations in core disciplines provide equivalent learning opportunities. AMEE 2009