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PubMed · 10111518

The split placement model for fieldwork placements.

B Gaiptman·L Forma
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Abstract

There continues to be a shortage of placements in Canada for fieldwork education. It is crucial for occupational therapists to explore and implement a variety of supervision alternatives to maximize the utilization of fieldwork sites. This paper describes a model of split clinical placements, one in which students divide their time between two therapists who work in either different areas of clinical practice or in the same area of clinical practice. The supervision strategies that are most effective with this model are discussed as well as the advantages and disadvantages of this approach.

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Clinical ClerkshipHospital Bed Capacity, 300 to 499Models, TheoreticalOccupational TherapyOccupational Therapy Department, HospitalOntarioPersonnel Staffing and SchedulingWorkforceJournal Article

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B Gaiptman, L Forma. 1991. The split placement model for fieldwork placements.. https://doi.org/10.1177/000841749105800206

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Effect of obstetrics-gynecology clerkship duration on medical student examination performance.

OBJECTIVE: To compare medical student performance on the obstetrics and gynecology national board subject examination during two different clerkship rotation formats. METHODS: We compared medical student performance on the National Board of Medical Examiners (NBME) subject examination in obstetrics and gynecology for 2 years before and 2 years after the length of the clerkship at the University of Florida was decreased from 8 to 6 weeks. Medical College Admission Test (MCAT) and United States Medical Licensing Examination (USMLE) step 1 and step 2 scores were used to assess comparability between groups. Student t test and chi2 analysis were used as appropriate. RESULTS: Medical school classes were similar with respect to MCAT and USMLE step 1 and step 2 scores. Collectively, 231 students who completed the 8-week clerkship scored significantly higher on the subject examination than 239 who completed the 6-week clerkship (618.6 versus 593.5, P = .001). When analyzed by semester, students who completed the clerkship in the second half of the academic year scored similarly regardless of clerkship length (630.6 versus 616.7, P = .11); however, students who completed the clerkship during the first half of the academic year scored significantly higher with the 8-week than the 6-week clerkship (607.3 versus 569.7, P < .001). Students who took the clerkship in the last half of the academic year scored higher than students who took the clerkship in the first half for both the 8-week (630.6 versus 607.3; P = .02) and 6-week (616.7 versus 569.7; P < .001) formats. Those differences persisted on examination letter grade assignment. CONCLUSION: Decreasing the duration of the obstetrics-gynecology medical student clerkship resulted in lower subject examination scores, especially for students who matriculated in the first half of the academic year.

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