Value-added activities in medical education: A multisite survey of first- and second-year medical students' perceptions and factors influencing their potential engagement

Andrea N. Leep Hunderfund, Stephanie R. Starr, Liselotte N. Dyrbye, Jed Gonzalo, Paul George, Bonnie M. Miller, Helen K. Morgan, Ari Hoffman, Elizabeth G. Baxley, Bradley L. Allen, Tonya L. Fancher, Jay Mandrekar, Susan E. Skochelak, Darcy A. Reed

Research output: Contribution to journalArticle

Abstract

Purpose To describe attitudes of first- and secondyear U.S. medical students toward value-added medical education, assess their self-reported desire to participate in value-added activities, and identify potentially modifiable factors influencing their engagement. Method The authors conducted a cross-sectional survey of first- and second-year students at nine U.S. medical schools in 2017. Survey items measured students' attitudes toward value-added medical education (n = 7), desire to participate in value-added activities (n = 20), and factors influencing potential engagement (n = 18). Results Of 2,670 students invited to participate, 1,372 (51%) responded. Seventy-six percent (1,043/1,368) moderately or strongly agreed they should make meaningful contributions to patient care. Students' desire to participate was highest for patient care activities approximating those traditionally performed by physicians, followed by systems improvement activities and lowest for activities not typically performed by physicians. Factors increasing desire to participate included opportunities to interact with practicing physicians (1,182/1,244; 95%), patients (1,177/1,246; 95%), and residents or fellows (1,166/1,246; 94%). Factors decreasing desire to participate included making changes to the health care system (365/1,227; 30%), interacting with patients via phone or electronic communication (410/1,243; 33%), and lack of curricular time (634/1,233; 51%). Conclusions First- and second-year medical students agree they should add value to patient care, but their desire to participate in value-added activities varies depending on the nature of the tasks. Medical schools may be able to increase students' desire to participate by enabling face-to-face interactions with patients, embedding students in health care teams, and providing dedicated curricular time.

Original languageEnglish (US)
Pages (from-to)1560-1568
Number of pages9
JournalAcademic Medicine
Volume93
Issue number10
DOIs
StatePublished - Jan 1 2018

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value added
medical student
patient care
education
student
physician
health care
school
electronics
resident
communication
lack
interaction

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Leep Hunderfund, Andrea N. ; Starr, Stephanie R. ; Dyrbye, Liselotte N. ; Gonzalo, Jed ; George, Paul ; Miller, Bonnie M. ; Morgan, Helen K. ; Hoffman, Ari ; Baxley, Elizabeth G. ; Allen, Bradley L. ; Fancher, Tonya L. ; Mandrekar, Jay ; Skochelak, Susan E. ; Reed, Darcy A. / Value-added activities in medical education : A multisite survey of first- and second-year medical students' perceptions and factors influencing their potential engagement. In: Academic Medicine. 2018 ; Vol. 93, No. 10. pp. 1560-1568.
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title = "Value-added activities in medical education: A multisite survey of first- and second-year medical students' perceptions and factors influencing their potential engagement",
abstract = "Purpose To describe attitudes of first- and secondyear U.S. medical students toward value-added medical education, assess their self-reported desire to participate in value-added activities, and identify potentially modifiable factors influencing their engagement. Method The authors conducted a cross-sectional survey of first- and second-year students at nine U.S. medical schools in 2017. Survey items measured students' attitudes toward value-added medical education (n = 7), desire to participate in value-added activities (n = 20), and factors influencing potential engagement (n = 18). Results Of 2,670 students invited to participate, 1,372 (51{\%}) responded. Seventy-six percent (1,043/1,368) moderately or strongly agreed they should make meaningful contributions to patient care. Students' desire to participate was highest for patient care activities approximating those traditionally performed by physicians, followed by systems improvement activities and lowest for activities not typically performed by physicians. Factors increasing desire to participate included opportunities to interact with practicing physicians (1,182/1,244; 95{\%}), patients (1,177/1,246; 95{\%}), and residents or fellows (1,166/1,246; 94{\%}). Factors decreasing desire to participate included making changes to the health care system (365/1,227; 30{\%}), interacting with patients via phone or electronic communication (410/1,243; 33{\%}), and lack of curricular time (634/1,233; 51{\%}). Conclusions First- and second-year medical students agree they should add value to patient care, but their desire to participate in value-added activities varies depending on the nature of the tasks. Medical schools may be able to increase students' desire to participate by enabling face-to-face interactions with patients, embedding students in health care teams, and providing dedicated curricular time.",
author = "{Leep Hunderfund}, {Andrea N.} and Starr, {Stephanie R.} and Dyrbye, {Liselotte N.} and Jed Gonzalo and Paul George and Miller, {Bonnie M.} and Morgan, {Helen K.} and Ari Hoffman and Baxley, {Elizabeth G.} and Allen, {Bradley L.} and Fancher, {Tonya L.} and Jay Mandrekar and Skochelak, {Susan E.} and Reed, {Darcy A.}",
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Leep Hunderfund, AN, Starr, SR, Dyrbye, LN, Gonzalo, J, George, P, Miller, BM, Morgan, HK, Hoffman, A, Baxley, EG, Allen, BL, Fancher, TL, Mandrekar, J, Skochelak, SE & Reed, DA 2018, 'Value-added activities in medical education: A multisite survey of first- and second-year medical students' perceptions and factors influencing their potential engagement', Academic Medicine, vol. 93, no. 10, pp. 1560-1568. https://doi.org/10.1097/ACM.0000000000002299

Value-added activities in medical education : A multisite survey of first- and second-year medical students' perceptions and factors influencing their potential engagement. / Leep Hunderfund, Andrea N.; Starr, Stephanie R.; Dyrbye, Liselotte N.; Gonzalo, Jed; George, Paul; Miller, Bonnie M.; Morgan, Helen K.; Hoffman, Ari; Baxley, Elizabeth G.; Allen, Bradley L.; Fancher, Tonya L.; Mandrekar, Jay; Skochelak, Susan E.; Reed, Darcy A.

In: Academic Medicine, Vol. 93, No. 10, 01.01.2018, p. 1560-1568.

Research output: Contribution to journalArticle

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T1 - Value-added activities in medical education

T2 - A multisite survey of first- and second-year medical students' perceptions and factors influencing their potential engagement

AU - Leep Hunderfund, Andrea N.

AU - Starr, Stephanie R.

AU - Dyrbye, Liselotte N.

AU - Gonzalo, Jed

AU - George, Paul

AU - Miller, Bonnie M.

AU - Morgan, Helen K.

AU - Hoffman, Ari

AU - Baxley, Elizabeth G.

AU - Allen, Bradley L.

AU - Fancher, Tonya L.

AU - Mandrekar, Jay

AU - Skochelak, Susan E.

AU - Reed, Darcy A.

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Purpose To describe attitudes of first- and secondyear U.S. medical students toward value-added medical education, assess their self-reported desire to participate in value-added activities, and identify potentially modifiable factors influencing their engagement. Method The authors conducted a cross-sectional survey of first- and second-year students at nine U.S. medical schools in 2017. Survey items measured students' attitudes toward value-added medical education (n = 7), desire to participate in value-added activities (n = 20), and factors influencing potential engagement (n = 18). Results Of 2,670 students invited to participate, 1,372 (51%) responded. Seventy-six percent (1,043/1,368) moderately or strongly agreed they should make meaningful contributions to patient care. Students' desire to participate was highest for patient care activities approximating those traditionally performed by physicians, followed by systems improvement activities and lowest for activities not typically performed by physicians. Factors increasing desire to participate included opportunities to interact with practicing physicians (1,182/1,244; 95%), patients (1,177/1,246; 95%), and residents or fellows (1,166/1,246; 94%). Factors decreasing desire to participate included making changes to the health care system (365/1,227; 30%), interacting with patients via phone or electronic communication (410/1,243; 33%), and lack of curricular time (634/1,233; 51%). Conclusions First- and second-year medical students agree they should add value to patient care, but their desire to participate in value-added activities varies depending on the nature of the tasks. Medical schools may be able to increase students' desire to participate by enabling face-to-face interactions with patients, embedding students in health care teams, and providing dedicated curricular time.

AB - Purpose To describe attitudes of first- and secondyear U.S. medical students toward value-added medical education, assess their self-reported desire to participate in value-added activities, and identify potentially modifiable factors influencing their engagement. Method The authors conducted a cross-sectional survey of first- and second-year students at nine U.S. medical schools in 2017. Survey items measured students' attitudes toward value-added medical education (n = 7), desire to participate in value-added activities (n = 20), and factors influencing potential engagement (n = 18). Results Of 2,670 students invited to participate, 1,372 (51%) responded. Seventy-six percent (1,043/1,368) moderately or strongly agreed they should make meaningful contributions to patient care. Students' desire to participate was highest for patient care activities approximating those traditionally performed by physicians, followed by systems improvement activities and lowest for activities not typically performed by physicians. Factors increasing desire to participate included opportunities to interact with practicing physicians (1,182/1,244; 95%), patients (1,177/1,246; 95%), and residents or fellows (1,166/1,246; 94%). Factors decreasing desire to participate included making changes to the health care system (365/1,227; 30%), interacting with patients via phone or electronic communication (410/1,243; 33%), and lack of curricular time (634/1,233; 51%). Conclusions First- and second-year medical students agree they should add value to patient care, but their desire to participate in value-added activities varies depending on the nature of the tasks. Medical schools may be able to increase students' desire to participate by enabling face-to-face interactions with patients, embedding students in health care teams, and providing dedicated curricular time.

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