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Patel R, Snydman LK. An Interactive Mock Paging Curriculum to Prepare New Internal Medicine Interns for Inpatient Wards. MedEdPORTAL. 2021;17:11082doi: 10.15766/mep_2374-8265.11082.
Patel, R., & Snydman, L. K. (2021). An Interactive Mock Paging Curriculum to Prepare New Internal Medicine Interns for Inpatient Wards. MedEdPORTAL : the journal of teaching and learning resources, 1711082. https://doi.org/10.15766/mep_2374-8265.11082
Patel, Rima, and Snydman, Laura K. "An Interactive Mock Paging Curriculum to Prepare New Internal Medicine Interns for Inpatient Wards." MedEdPORTAL : the journal of teaching and learning resources vol. 17 (2021): 11082. doi: https://doi.org/10.15766/mep_2374-8265.11082
Patel R, Snydman LK. An Interactive Mock Paging Curriculum to Prepare New Internal Medicine Interns for Inpatient Wards. MedEdPORTAL. 2021 Jan 13;17:11082. doi: 10.15766/mep_2374-8265.11082. PMID: 33473383; PMCID: PMC7809929.
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MedEdPORTAL. 2021 Jan 13;17:11082. doi: 10.15766/mep_2374-8265.11082.

An Interactive Mock Paging Curriculum to Prepare New Internal Medicine Interns for Inpatient Wards.

MedEdPORTAL : the journal of teaching and learning resources

Rima Patel, Laura K Snydman

Affiliations

  1. Resident Physician, Department of Medicine, Tufts Medical Center.
  2. Associate Professor, Department of Medicine, Tufts Medical Center.

PMID: 33473383 PMCID: PMC7809929 DOI: 10.15766/mep_2374-8265.11082

Abstract

INTRODUCTION: The July effect refers to an increase in adverse outcomes during periods of physician trainee turnover in teaching hospitals. We created an interactive resident-led curriculum to train new internal medicine interns for routine encounters on inpatient wards by role-playing through mock paging scenarios and focusing on practical information relevant to intern year.

METHODS: A formal assessment of the academic year 2018 intern boot camp curriculum revealed that interns preferred sessions that involved active learning strategies and covered common issues. In the first week of academic year 2019, interns participated in two 1-hour small-group sessions involving mock paging scenarios. Interns were divided into small groups with one facilitator who was a senior medicine resident. Within these groups, facilitators acted as the nurse and provided pages. Interns took turns answering these mock pages based on a sign-out of patients. The facilitator emphasized desired learner actions and teaching points using a provided guide.

RESULTS: Twenty interns participated in the curriculum. Interns rated the curriculum highly and felt that the sessions improved their knowledge, comfort, and skills in managing routine inpatient encounters. On a 2-week follow-up knowledge test to determine if they retained the information from the curriculum, interns scored an average of 85% (response rate: 60%,

DISCUSSION: This curriculum prepares medicine interns to manage common inpatient issues at the beginning of their residency. After completing the curriculum, interns reported increased confidence in handling these issues.

© 2021 Patel and Snydman.

Keywords: Case-Based Learning; Curriculum; Curriculum Development; Hospital Medicine; Internal Medicine; Small-Group Learning

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