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Year : 2012  |  Volume : 25  |  Issue : 3  |  Page : 135-140

Medical Students as Learners: Transforming the Resident-Level Microskills of Teaching into a Parallel Curriculum for Medical Students to Aid the Transition from Classroom to OB/GYN Clerkship

1 Department of Obstetrics and Gynecology, Columbia University Medical Center, New York, USA
2 Department of Psychiatry, Yale University, New Haven, Connecticut, USA

Correspondence Address:
Jennifer MH Amorosa
Department of Obstetrics and Gynecology, 622 West 168th Street, PH-16, New York, NY-10032
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Source of Support: Funded in part by the Center for Education Research and Evaluation, Columbia University Medical Center., Conflict of Interest: None

DOI: 10.4103/1357-6283.109766

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Introduction: The objective of the study was to describe and assess a brief curricular intervention designed to help medical students adopt active learning strategies. Methods: Based on student interest, we created a one-hour workshop that focused on seven microskills of learning and presented it to our medical students during their Obstetrics and Gynecology clerkship. The workshop utilized a modified version of the "Five-Step 'Microskills' Model of Clinical Teaching" first described by Neher in 1992 and paralleled the model our residents are taught as part of their "Resident-as-Teacher" curriculum. Students were surveyed at various time points following the workshop to evaluate the perceived usefuness, value, and durability of the skills taught. Results: Immediate postworkshop feedback was favorable with 93% of students expecting to use the skills taught. At the end of the rotation, students reported a significant increase in usage of each microskill via a retrospective pre/postquestionnaire. While response rates at 1, 3, and 6 months after the rotation were moderate, the majority of the students responding stated that they had utilized the microskills. Conclusions: In its pilot year, the Microskills of Learning workshop was a beneficial addition to our clinical clerkship curriculum. By utilizing a parallel curriculum to that of our residents, the workshop mutually enhanced the educational process by encouraging teachers and learners to speak the same language.

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