Search

Objective Boot camps are being developed and implemented by a growing number of medical schools to facilitate medical students’ transition to internship. However, there is limited conceptual understanding of how this facilitation occurs. Methods We developed and piloted a 1-week pediatric boot camp in 2015, then significantly revised and evaluated the program in 2016-2017 using a conceptual framework of self-efficacy. Consistent with this framework, the revised boot camp focuses on enhancing practical skills that can ease medical students’ transition to internship. Observations and course evaluations informed process evaluation, whereas learner assessments immediately after and at 6 months after the boot camp informed outcomes evaluation in terms of both perceived self-efficacy and confidence. Results Medical students valued sessions that were “hands on,” and program improvements were made to include a variety of interactive curricular activities. Data from course evaluations provided evidence of increased perceived self-efficacy. Learner assessment showed a medium to large effect size for confidence in nearly all specific skills that were queried and a positive, albeit attenuated, effect on perceived self-efficacy at 6 months. Conclusions Program evaluation of a pediatric boot camp informed by a conceptual framework of self-efficacy shed light on how it might facilitate medical students’ transition to internship. A similar conceptual framework may be useful for other trainee preparatory courses.

Intro The transition from student to intern is difficult and highlighted by performance missteps often referred to as the July Effect. Some pediatric institutions have implemented intern boot camps (IBC) to better prepare interns at the start of residency. Such pediatric boot camps described in the literature have not specifically targeted the ACGME/ABP Pediatric Milestones. We implemented an IBC that utilized these milestones to improve the interns’ confidence, knowledge, and skills. Methods 19 new interns participated in the IBC at the HDVCH/MSU Pediatric Residency Program. We used Kerns Six-Step Approach as a conceptual framework and targeted 3 levels of Kirkpatrick's level of evaluation (reaction, learning, and behavior). A needs assessment from residents and faculty was used to identify specific milestones. We designed our IBC to include lectures, workshops and clinical experiences to target these milestones. A questionnaire containing 15-confidence (Likert Scale 1-5) and 10 knowledge-based questions was given before and after the IBC. The paired t-test was used to assess total confidence scores and pre/post knowledge measures. The sign test was used to compare individual confidence questions. Block 1 milestone evaluations were analyzed for pre-IBC (2016, 2017) and post-IBC interns (2018). Significance was assessed at p Results Interns demonstrated a significant improvement in their overall confidence score (Pre: 47.7+/-4.1, Post: 58.6+/-5.3; p Conclusions Incoming interns demonstrated a significant improvement in confidence and perceived knowledge of the targeted pediatric milestones after participating in the IBC. Our innovative approach of targeting pediatric milestones in an IBC suggests that such a targeted curriculum helps the difficult transition for interns.