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Faculty Prefer Continuity with Medical Students in the Emergency Department Aaron W. Bernard, MD

Faculty Prefer Continuity with Medical Students in the Emergency Department Aaron W. Bernard, MD Bret Betz MS4 Nicholas E. Kman MD Sorabh Khandelwal MD Jeffrey M. Caterino MD The Ohio State University College of Medicine. Background.

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Faculty Prefer Continuity with Medical Students in the Emergency Department Aaron W. Bernard, MD

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  1. Faculty Prefer Continuity with Medical Students in the Emergency Department Aaron W. Bernard, MD Bret Betz MS4 Nicholas E. Kman MD SorabhKhandelwal MD Jeffrey M. Caterino MD The Ohio State University College of Medicine

  2. Background • Traditionally, shifts are allocated to students in a manner that provides a mix of daytime, evening, overnight, and weekend shifts • Shift equity and convenience guides schedule • No attempt to link student and faculty schedules • Students may see different faculty every shift • Continuity between teacher and learner has many potential benefits; • Trust and emotional comfort • Role modeling • Feedback and coaching • Faculty responsibility and ownership

  3. Design • Pilot Investigation: Prospective, Cohort • Confidential surveys to faculty before and after an experience working with students on a schedule that maximizes continuity between teacher and learner • 8 questions – Likert Scale • Pre and post intervention responses were compared using the Wilcoxan rank-sum test.

  4. Student SchedulesThis was done for 4 clerkship blocks 2nd 2-Weeks First 2-Weeks Traditional Shift Continuity Shift Group 1 G r o u p Continuity Shift Traditional Shift Group 2 Time

  5. Results • All 25 faculty completed the pre-study survey • Generally indicated optimism and theoretical preference for continuity • 20 faculty supervised students on the continuity model during the study period and all of them completed the post-study survey • Favorable faculty opinion regarding continuity persisted after the intervention.

  6. Discussion / Conclusions • EM faculty express theoretical optimism regarding the value of improved continuity between teacher and learner. • This positive sentiment persisted after actual experience with medical student on a shift allocation model that aligns faculty and student schedules.

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