Grading Practices for the EM Clerkship
Faculty Mentor’s Name: Dr. Meredith Thompson
Phone Number: (352) 265-5911
Project Category: Basic
International Component or Travel: Potentially
Research Project Description:
With Step 1 changing to pass/fail, growing emphasis is being placed on clerkship grades as predictors for future residency performance. This makes clerkship grades even more important, yet there continues to be questions on their fairness and accuracy by students and the faculty that assign them. Several ideas have been developed (and put in place at UF SOM), such as group decision making in a grading committee to improve this process. The goal of this study is to describe the current practices surrounding grading on the EM clerkship. It is hypothesized that there is much heterogeneity to this process, but the majority of clerkships are still using a single grader that tabulates and attempts to translate shift evals into a letter grade. The plan is to develop a survey to be administered to EM clerkship directors across the US. This is an unfunded study. The role of the student will involve literature review, survey design and implementation, data analysis (have departmental statistician to help), and writing. Target journal will be a medical education journal with likely also the possibility to submit abstract and/or didactic to CORD-EM (Council of Residency Directors in EM) conference for 2023.
“Being” and “Becoming” a Physician: A Longitudinal Study of Professional Identity Development Among Pre-Clinical Students
Faculty Mentor’s Name: Dr. Melanie Hagen
Phone Number: (352) 222-4895
Project Category: Clinical
International Component or Travel: No
Research Project Description:
The objective of this study is to longitudinally identify common factors impacting Professional Identity Formation of medical students and to study how these factors impact PIF as students transition from pre-clinical to clinical years. A further objective of the study is to understand the impact of COVID-19 on medical education and the formation of professional identity during a pandemic. We hypothesize that the formation of professional identity is a dynamic process which begins during the preclinical years of medical school and builds off of incoming students’ backgrounds, but that the clinical years, with their movement towards the “doing” of medicine, will be especially crucial. We further hypothesize that this process is strongly social, mediated by interactions with peers and faculty mentors as well as through the formal curricula, and that strong clinical mentorship and positive clinical experiences in which medical students “feel like a doctor” are especially critical. We hypothesize that COVID-19 will have impacts on PIF, orienting students towards their role as physicians in society, and increasing engagement in public health and advocacy. Finally, we hypothesize that professional identity formation is a dynamic process best understood and measured longitudinally.