Impact of an end-of-fourth-year emergency medicine bootcamp

• Published in: International journal of emergency medicine Vol. 14; no. 1; pp. 1 - 6
• Main Authors: Lewis, Jason J., Grossestreuer, Anne V., Ullman, Edward A.
• Format: Journal Article
• Language: English
• Published: Berlin/Heidelberg Springer Berlin Heidelberg 03-09-2021; Springer Nature B.V; BMC
• Subjects: Angiology; Boot camp; Bootcamp; Capstone course; Cardiology; Clinical competence; Confidence; Educational Advances in Emergency Medicine; Emergency medical care; Emergency Medicine; Emergency medicine education; Experiential learning; Internal Medicine; Medical education; Medical students; Medicine; Medicine & Public Health; Pediatrics; Skills; Teaching methods; Transition course; Undergraduate medical education; United States > US; Capstone course; Boot camp; Emergency medicine education; Undergraduate medical education; Transition course; Bootcamp
• ISSN: 1865-1372; 1865-1380
• DOI: 10.1186/s12245-021-00371-8

Background
The final months of the fourth-year of medical school are variable in educational and clinical experience, and the effect on clinical knowledge and preparedness for residency is unclear. Specialty-specific “bootcamps” are a growing trend in medical education aimed at increasing clinical knowledge, procedural skills, and confidence prior to the start of residency.
Methods
We developed a 4-week Emergency Medicine (EM) bootcamp offered during the final month of medical school. At the conclusion of the course, participants evaluated its impact. EM residency-matched participants and non-participants were asked to self-evaluate their clinical knowledge, procedural skills and confidence 1 month into the start of residency. Program directors were surveyed to assess participants and non-participants across the same domains. A Fisher’s exact test was performed to test whether responses between participants and non-participants were statistically different.
Results
From 2015 to 2018, 22 students participated in the bootcamp. The majority reported improved confidence, competence, and procedural skills upon completion of the course. Self-assessed confidence was significantly higher in EM-matched participants 1 month into residency compared to EM-matched non-participants (
p
= 0.009). Self-assessed clinical knowledge and procedural skill competency was higher in participants than non-participants but did not reach statistical significance. Program directors rated EM-matched participants higher in all domains but this difference was also not statistically significant.
Conclusions
Participation in an EM bootcamp increases self-confidence at the start of residency among EM-matched residents. EM bootcamps and other specialty-specific courses at the end of medical school may ease the transition from student to clinician and may improve clinical knowledge and procedural skills.