PubMed · 16957144
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Benjamin Brody. 2006-09-07. The script.. https://doi.org/10.1056/nejmp068101
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BACKGROUND: Medical students' decreasing interest in surgery may be caused by the inadequate availability of role models. We believe that surgical residents show the qualities of outstanding surgical mentors and are in a key position to influence students' career choices. METHODS: In 2004-2005, 117 medical students at Mount Sinai School of Medicine completed their third-year surgery clerkship. They were asked to complete an anonymous survey regarding a career in surgery and surgical mentors. RESULTS: A total of 107 students (91%) completed the survey. Seventy-nine percent were influenced positively toward a surgical career after the clerkship. A higher fraction of these students identified a mentor or role model than the students who did not increase their interest in surgery (95% vs 52%). Residents scored higher than attendings in 12 of 14 qualities describing outstanding clinical mentors (P < .001). CONCLUSIONS: Role models are crucial in bolstering medical students' interest in surgical careers. Residents are identified as having qualities that are essential to being an outstanding mentor and residents may play a role in influencing students' career choices.
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The Collaborative Curriculum Project (CCP) is one of three components of the Family Medicine Curriculum Resource Project (FMCRP), a federally funded effort to provide resources for medical education curricula at the beginning of the 21st century. Medical educators and staff from public and private geographically distributed medical schools and national specialty organizations in family medicine, internal medicine, and pediatrics developed by consensus essential clinical competencies that all students should have by the beginning of the traditional clerkship year. These competencies are behaviorally measurable and organized into the domains used for the Accreditation Council for Graduate Medical Education (ACGME) core competencies. Exemplary teaching, assessment, and faculty development resources are cited, and attention is given to budgetary considerations, application to diverse populations and settings, and opportunities for integration within existing courses. The CCP also developed a subset of competencies meriting higher priority than currently provided in the pre-clerkship years. These priority areas were empirically validated through a national survey of clerkship directors in six disciplines. The project's documents are not intended to prescribe curricula for any school but rather to provide curricular decision makers with suggestions regarding priorities for allocation of time and resources and detailed clinical competency statements and other resources useful for faculty developing clinical courses in the first 2 years of medical school.