The internal medicine clerkship and the national debate on primary care education.

The required internal medicine clerkship has a mission greater than most educational experiences within the medical school. It is being looked upon to enhance student interest in and training for generalist careers. In the rush to meet this mandate, the centrality of the clerkship to educating all physicians cannot be violated. Achieving an effective balance among the competing educational demands will require creative thinking on the part of clerkship directors, chairs, and faculty. The types of patients students interact with and learn from must embody the clerkship's learning objectives. The "core curriculum" for internal medicine clerkships must be defined and differentiated from a generalist curriculum. The faculty must be chosen for their teaching effectiveness and commitment. Teaching medical students is a privilege, not an entitlement for medical school faculty. Learning must occur in a context representative of the practice of internal medicine and in an environment conducive to education. It is truly a time of change in internal medicine clerkships. CDIM is working to provide a foundation upon which the education of the physicians of tomorrow can be built.

Increased body fluid purine levels during hypotensive events. Evidence for ATP degradation.

Tissue ischemia leads to adenosine triphosphate (ATP) breakdown with elevation of body fluid ATP metabolites. This study tests the hypothesis that there is a direct relationship between periods of hypotension and body fluid uric acid and oxypurine levels in 19 prospectively studied patients. Significant elevations in urine oxypurine/creatinine clearance were found during periods of hypotension as compared with nonhypotensive periods (p less than 0.05). During severe episodes of hypotension, the serum urate level was significantly elevated as well (p less than 0.05). The increase in these body fluid products of ATP degradation may reflect cellular ischemia during hypotensive periods. There was a weak correlation (r = -0.31, p less than 0.001) between the systolic blood pressure and urine oxypurine/creatinine clearance. However, variability in the appearance of body fluid ATP breakdown products during episodes of hypotension suggests the interplay of multiple factors in the degradation of ATP. The use of ATP degradation products to quantitate the physiologic significance of clinical events remains tantalizing but not proved.

Hyperuricemia in acute illness: a poor prognostic sign.

To clarify the role of the serum urate level and its change as a potential marker for severe tissue hypoxia, we have measured serum urate levels and urine uric acid excretion in 16 patients with acute cardiovascular disease. The six patients who died had a baseline mean serum urate level of 11.1 mg/lg (range, 6.6 to 15.5 mg/dl) and reached a peak mean value of 20.7 mg/dl (range, 13.6 to 33.0 mg/dl). Five of these patients had findings to suggest increased production of uric acid, in addition to decreased excretion of uric acid from impaired renal function. The 10 survivors had a baseline mean serum urate level of 6.8 mg/dl (range, 1.3 to 14.0 mg/dl) and a maximal mean peak value of 7.1 mg/dl (range, 2.9 to 14.0 mg/dl). There was no consistent evidence for increased production or decreased excretion of uric acid. Patients who died had a lower systolic blood pressure, arterial pH and plasma bicarbonate level and a higher heart rate and serum creatinine level compared with the patients ho survived. The observations suggest that marked hyperuricemia at the height of an illness may predict a fatal outcome. Tissue hypoxia may contribute to this sequence of events by leading to the depletion of adenosine triphosphate (ATP) and activation of purine nucleotide degradation to uric acid.

Oral staphylococcus in older subjects with rheumatoid arthritis.

OBJECTIVE: To determine if Staphylococcus aureus and Staphylococcus epidermidis, etiologic bacterial agents to late prosthetic joint infections (LPJI), are more prevalent in the oral flora of older individuals with rheumatoid arthritis (RA) than in an age and gender-matched nonarthritic control population (NA). DESIGN: Cultures were obtained from the nares, oropharynx, saliva, tongue, and gingival crevice, and the results were compared between older patients with RA and controls. SETTING: University of Michigan Medical Center, Ann Arbor, VA Medical Center, and University of Michigan School of Dentistry. PARTICIPANTS: A total of 111 community-dwelling subjects with a diagnosis of RA and 83 gender-matched control subjects. MEASUREMENTS: Colistin nalidixic acid agar plates with 5% sheep's blood were inoculated and incubated. Isolates were speciated using the API Staph Trac micro method and catalase and coagulase tests. MAIN RESULTS: Individuals with RA had a higher prevalence of S. aureus isolated from the oral cavity. However, only the oropharynx and tongue revealed higher rates; all other sites were insignificant. The presence of oral S. aureus was associated with xerostomia. Staphylococcus epidermidis was not detected from any of the oral sites sampled. Sixty-two percent (10/16) of the S. aureus isolates from the RA subjects were resistant to penicillin and ampicillin, whereas none were resistant to a cephalosporin. CONCLUSIONS: These findings suggest that rheumatoid arthritis may be a risk factor for LPJI in older prosthetic joint patients undergoing invasive dental procedure in the posterior oral cavity. This increased risk is caused, in part, by a higher prevalence of S. aureus in the posterior oral cavity. The prevalence and the antibiotic resistance of S. aureus must be considered when determining the need for chemoprophylaxis.

Medical student attention to preventive medicine: change with time and reinforcement.

We followed medical students' attention to documentation in their write-ups of appropriate preventive medicine information, based upon a patient's age, sex, and existing medical conditions, as well as the translation of critical findings to the problem list, for three years. The proportion of relevant items documented was .50 in year one, .80 in year two, and .69 in year three. Significant differences (p less than .001) were found between all three years. Similarly, the proportion of important items translated to the problem list was .04 in year one, .22 in year two, and .18 in year three. There was significant improvement in years two and three as compared to year one (p less than .001). The impact of interventions designed to reinforce the medical student's attention to preventive medicine was also studied. Cued forms on which to record the patient's history were compared to written feedback regarding the student's write-ups. Both significantly improved student performance. The effect of the written feedback also persisted in the follow-up period.

Assessing medical and dental students' knowledge of preventive medicine.

This cross-sectional study examined medical and dental students' knowledge of preventive medicine. The purpose of the study was to assess the knowledge of preventive medicine--both epidemiological and clinical--that students demonstrate as they enter medical and dental school and acquire during training. The results of a two-group (medical versus dental school) by three-time (first-, second-, and third-year level) analysis of variance of students' mean examination scores showed significant main effects for school (F = 28.3, P less than .001) and training level (F = 24.5, P less than .001), and a significant school-by-training level interaction (F = 13.9, P less than .001). Medical students at higher training levels demonstrated greater knowledge of preventive medicine. In contrast, there were no significant differences by year of training among the dental students on the total test or on the epidemiological or clinical subscales. Both the dental and medical students demonstrated greater knowledge of clinical applications than of epidemiological foundations (t = 4.21, P less than .01). Dental students performed better than medical students on items that focused on diseases and risk factors that manifest symptoms more likely to be observed in dentistry than in general medical practice. The findings underscore the need to demonstrate practice relevance when teaching preventive medicine.

Who will teach? A fundamental challenge to medical education.

The level of expertise possessed by medical school faculty members is unprecedented. Unfortunately, faculty members' broad understanding of their domains has atrophied as the specialization they need to compete successfully in the clinical and research arenas has increased. Medical students are novices, needing teachers who possess broad knowledge and experience, who can integrate the specific areas of a subject with overarching themes, and who can teach at the students' level. Clinical subspecialists and researchers on faculties often are ill-equipped to teach medical students. Likewise, busy clinical preceptors may no longer have the latest understanding of pathophysiology. The usual solution of bringing a series of basic science and clinical faculty members to classrooms and seminar rooms often results in disjointed coverage of material. Expanding the values of the university to once again include the scholarship of integration and teaching would provide the best type of faculty.

Evaluation of clinical instructors by third-year medical students.

Third-year medical students used 12 descriptive items to evaluate the teaching skills of first-year residents, senior medical residents, preceptors (internal medicine fellows), and attending physicians. Intraclass correlations showed that the students were able to judge their instructors reliably. Further analyses were then carried out to determine whether students differentially evaluated the four instructor groups. Three of the descriptive items that related to overall evaluations, as well as the mean rating of all items, indicated no group differences. However, when the groups were compared on specific teaching characteristics (by means of a multiple-group discriminant function analysis), systematic differences were found. The first function differentiated the groups in terms of the cognitive and experiential characteristics of the instructors, with attending physicians being rated the highest and first-year residents the lowest. In contrast, the third function separated the groups in terms of interpersonal skills; on this function, the senior medical residents were rated the highest and preceptors the lowest. It is concluded that students make sophisticated judgments in evaluating their clinical teachers.

Assessment of a pattern-recognition examination in a clinical clerkship.

PURPOSE: To develop a pattern-recognition examination (called PAT) for use in assessing surgical clerkship students. METHOD: The PAT was developed in 1992-93 by the surgery faculty at the Wright State University School of Medicine. The top 30 diagnoses of patients seen by clerkship students in 1991-92 were identified, and possible presenting complaints were selected for each diagnosis. Then for each complaint faculty selected 18 common or catastrophic diagnoses, and a distinctive patient description was written for each diagnosis. An examination of 200 items was compiled covering 20 presenting complaints, each with a set of ten patient descriptions and 18 diagnoses from which to choose the most likely diagnosis. Scoring was by the percentage of correct responses. The PAT was given to 77 students during the 1992-93 clerkship along with other forms of evaluation. The PAT was also administered to 18 surgical residents. RESULTS: The students' mean score on the PAT was 65%, SD, 12.7. Split-half reliability was high (Spearman-Brown r = .91). The students' PAT performances correlated strongly with other cued-response testing formats, e.g., rs = .79, PAT versus the surgery subject examination of the National Board of Medical Examiners. Moderate correlations with essay scores (r = .49) and preceptors' ratings (r = .49) were found. The residents' PAT performances were significantly higher for senior than junior residents (82% versus 63%, p = .004). CONCLUSION: Utilizing this examination format, it is possible to locally develop a reliable examination that is grounded in the actual clinical problems seen by clerkship students and that assesses more than factual recall.

Teaching and learning in the ambulatory setting.

Changes in how and where health care is delivered have had an adverse effect on the traditional inpatient-based clinical education of medical students. Increasingly, medical educators are turning to ambulatory-based educational experiences as viable and useful adjuncts to the inpatient wards. However, when planning and developing an ambulatory clerkship, careful attention must be paid to the desired outcomes from the experience, the appropriate site, and instructional model to use to best meet the objectives. This report explores (1) the major differences between ambulatory and inpatient educational settings, (2) potential educational outcomes of clinical teaching in the ambulatory setting, (3) instructional models that can be used to meet educational objectives, (4) the potential barriers and critical issues that must be considered when implementing ambulatory educational experiences, and (5) evaluation strategies for measuring the educational outcome.

Assessing the consistency and educational benefits of students' clinical experiences during an ambulatory care internal medicine rotation.

BACKGROUND: Although ambulatory care settings are being used increasingly in undergraduate clinical education, variability in the depth and breadth of students' contacts with basic medical problems may compromise the educational benefits of this teaching modality. The present study examines the nature of such variation and the educational effectiveness of ambulatory care education. METHOD: During the one-month ambulatory care component of the third-year internal medicine rotation at the University of Michigan Medical School, 43 students in 1989-90 and 1990-91 recorded the patient problems they saw at a hospital and satellite clinics. In addition, the students' diagnostic-recognition abilities were assessed before and after the component. The extents of the students' experiences in various categories of patient problems were quantified and correlated with their diagnostic abilities in relevant content areas. RESULTS: The students saw many categories of problems but few instances in any given category. There were numerous and potentially worrisome gaps in their exposure to several typical ambulatory care problems. Although the students showed significant increases in diagnostic-recognition abilities, these increases were not correlated with the students' levels of experience in any of the relevant problem categories. CONCLUSION: The variability and potentially worrisome gaps in the students' experiences in the ambulatory care settings studied are probably representative of students' experiences in such settings, and should be considered in the implementation and evaluation of educational experiences in ambulatory care.

Medical students' clinical self-assessments: comparisons with external measures of performance and the students' self-assessments of overall performance and effort.

PURPOSE: To find predictors of students' initial self-assessments of their clinical performances, the predictive value of their self-assessments, and factors that relate to their final self-assessments. METHOD: Of the 142 third-year students at the University of Michigan Hospital in 1988-89, 137 (96%) completed a self-assessment questionnaire on the first day of their internal medicine clerkship and a slightly expanded questionnaire on the last day. The questionnaires asked the students to use Likert-type scales to rate their abilities regarding clinical skills, use of knowledge in the clinical setting, and discharge of patient care responsibilities. Also collected were data on the students' performances as measured externally: college grade-point averages; standardized examinations taken before, during, and after the clerkship; and ratings given the students by the faculty and residents with whom they worked in the clerkship. Pearson product-moment correlations were then calculated between the students' self-assessment ratings and their scores on the external measures of performance. RESULTS: Weak to absent correlations were found between prior-performance measures and initial self-assessments. The lower-performing students, as measured by college grade-point averages and Medical College Admission Test scores, tended to rate their performances higher than did their peers at initial self-assessment. IN contrast, the higher-performing students rated themselves lower than would be warranted given their prior performances. There were significant increases in the initial self-assessments as the year progressed and the students entered the clerkship after having had more experience. The correlations between the students' final self-assessments and the ratings by faculty and residents were generally weak. The strongest (.267, p < or = .001) concerned the students' medical knowledge. In addition, there was a moderate correlation (.413, p < or = .001) between the students' self-assessments of how hard they had worked and their self-assessments of overall performance. CONCLUSION: The findings in this study were similar to those of previous studies in that they showed relatively poor agreement between external measures of students' performances and students' self-assessments of their performances.

Medical students' self-assessments and their allocations of learning time.

PURPOSE: To investigate the impact of self-assessed diagnostic strengths and weaknesses on medical students' allocation of learning time (one indicator of self-directed learning) during a third-year internal medicine clerkship. METHOD: In 1997-98, 107 students at the University of Michigan Medical School self-assessed their diagnostic skills in 14 clinical areas before and after the clerkship and reported the relative amounts of time spent learning about these topics during the clerkship. RESULTS: Individual-level analyses indicated that, for the average student, self-assessed strengths and weaknesses did not correlate with allocation of educational time, but that time allocation was positively related to changes in self-assessed skill. Considerable variations in these relationships, however, suggest a need for closer study. CONCLUSION: Although individual students evidenced different levels of self-directed learning, this study suggests overall that students at this level of training are neophytes in applying both information generated through self-assessment and principles of self-directed learning in their clinical education. Attempts to advance students beyond this level depend on many factors, including the extent to which the learning environment encourages or even permits self-directed learning, the progression and time frame through which students become self-directed practitioners, and the impact of educational interventions to promote this development.

The characteristics of early diagnostic hypotheses generated by physicians (experts) and students (novices) at one medical school.

How hypotheses generated at the outset of a physician-patient encounter influence the physician's diagnostic reasoning has received relatively little attention in the literature. Yet, this activity modulates the efficiency and accuracy of the diagnostic process. The authors proposed the theory that physicians (experts) would generate less specific initial diagnostic hypotheses than would students (novices). In 1988 and 1989, the hypotheses generated by 32 practicing physicians and 39 third-year medical students at one medical school were analyzed for number, specificity, and breadth (i.e., range) of diagnoses, and for differences between those generated by the physicians and by the students. The hypotheses were formulated on the basis of the initially available data--chief complaint and its duration, and basic demographic descriptions--from patients in three clinical scenarios. Compared with the physicians, the students generated significantly more hypotheses and significantly more specific hypotheses. There was no significant difference between the groups in the breadths of the hypotheses they selected, that is, the numbers of broad categories of diagnosis covered by individuals' hypotheses.

Resident-patient interactions: the humanistic qualities of internal medicine residents assessed by patients, attending physicians, program supervisors, and nurses.

BACKGROUND: The patient-physician relationship is central to medical practice. Increasingly, educators and certifying bodies seek to assess trainees' humanistic qualities. METHOD: The humanistic qualities of first-year internal medicine residents were rated in 1987-88 and 1988-89 by patients hospitalized on the general internal medicine and pulmonary services of the University of Michigan Hospital. Attending physicians (for 1988-89 only), program supervisors (program directors and chief residents), and nurses (for 1988-89 only) rated the same residents, and these ratings were compared with those of the patients. RESULTS: A total of 625 patient questionnaires for 70 residents were analyzed, with a mean of nine patient evaluations per resident and a range from four to 24. Analysis showed that more than 50 patients would need to rate each resident to achieve desired levels of reproducibility. Large numbers of attending physicians (20 to 50) would also be required to obtain a reproducible assessment; the attending physicians' ratings correlated only moderated well (r = .26) with the patients' ratings. Ratings from smaller numbers of program supervisors (five to ten) and nurses (ten to 20) would be needed for reproducible assessments. However, only the nurses' ratings showed a moderately strong relationship (r = .35) with the patients' ratings. CONCLUSIONS: Patients, attending physicians, program supervisors, and nurses view differently the humanistic attributes of residents as they interact with patients. Large numbers of patients and attending physicians would be needed to obtain reproducible ratings. Nurses' and program supervisors' ratings are much more reproducible, but nurses' perceptions correlate more closely to those of patients.

Is there a relationship between attending physicians' and residents' teaching skills and students' examination scores?

PURPOSE: Faculty development programs and faculty incentive systems have heightened the need to validate a connection between the quality of teaching and students' learning. This study was designed to determine the association between attending physicians' and residents' teacher ratings and their students' examination scores. METHOD: From a database of 362 students, 138 faculty, and 107 residents in internal medicine, student-faculty (n = 476) and student-resident (n = 474) pairs were identified. All students were in their third year, rotating on inpatient general medicine and cardiology services, July 1994 through June 1996, at a single institution. The outcome measure for students' knowledge was the NBME Subject Examination in internal medicine. To control for students' baseline knowledge, the predictors were scores on the USMLE Step 1 and a sequential examination (a clinically-based pre- and post-clerkship examination). Teaching abilities of faculty and residents were rated by a global item on the post-clerkship evaluation. Faculty's ratings used only scores from prior to the study period; residents' ratings included those scores students gave during the study period. RESULTS: Multivariate analyses showed faculty's teaching ratings were a small but significant predictor of the increase in students' knowledge. Residents' teaching ratings did not predict an increase in students' knowledge. CONCLUSION: Attending faculty's clinical teaching ability has a positive and significant effect on medical students' learning.

Effect of search experience on sustained MEDLINE usage by students.

PURPOSE: While educators agree that medical students should learn to use MEDLINE for clinical application, there is a lack of consensus on an optimal level of exposure to this resource during training that will result in sustained usage. This study sought to identify the level of search experience (1) to increase the odds that the student searcher will continue to search MEDLINE in the absence of search assignments, and (2) to make an appreciable difference in the odds of retrieving items of relevance from the MEDLINE database. METHOD: Search frequencies of MEDLINE via the PaperChase interface by 184 fourth-year students (class of 1992) at the University of Michigan Medical School were analyzed using the log cross-product technique. The students were required to take the Comprehensive Clinical Assessment, an examination that included a search assignment, as they entered their fourth year of medical school. Their levels of MEDLINE use and their retrieval performances before the examination were compared with those achieved during the subsequent five months as fourth-year medical students. RESULTS: For those who searched an average of at least once a month during their first three years of medical school, there was a 7.38:1 chance that they would conduct three searches per month in the fourth year, compared with those who searched less frequently. The odds of retrieving at least one item of definite relevance were 8.27:1 for those who had searched at least one and one-half times per month before the search assignment. CONCLUSION: Searching once a month through the first few years of medical school provided an experience level that improved the odds that a student would continue to search MEDLINE: Data indicated that a history of a minimum of 1.5 online sessions per month increased the odds of retrieving relevant items to 8.27:1. Implications for educational strategy are clear.

Assessment of a surgical pattern recognition examination.

BACKGROUND: Recent cognitive research in medicine has demonstrated that expert diagnosticians solve many clinical problems through "pattern recognition" rather than deductive reasoning strategies. Development of the ability to recognize and diagnose common surgical problems is a critical objective of undergraduate surgical education. A surgical pattern recognition examination (PAT) was developed to assess surgical diagnosis recognition in clerkship students. METHODS: Surgical faculty selected 18 diagnoses for 20 possible presenting complaints (eg, leg pain, soft tissue mass). A distinctive patient description was written for each diagnosis. An examination of 200 items was compiled covering 20 presenting complaints. RESULTS: The PAT was administered to clerkship students during the 1992-1993 academic year (n = 77). PAT scores ranged from 33% to 90% with a mean of 65% (SD = 12.7). PAT scores correlated highly with the National Board of Medical Examiners (NBME) Surgery Subject Examination (SSE) scores. The validity of the examination was assessed by a speeded administration of the exam to surgical house staff. Senior residents scored significantly higher than junior residents (mean 82% versus 63%, P = 0.004). Performance on the PAT was significantly affected by the order of the student rotation in the academic year (P = 0.02) while performance on the NBME SSE was not (P = 0.40), which is consistent with diagnostic ability improving with clinical experience. CONCLUSIONS: The surgical PAT examination is a new, reliable, and valid method for assessing diagnostic ability in third-year students.

Beliefs about control of smoking and smoking behavior: a comparison of different measures in different groups.

This study investigated several measures of beliefs about controlling smoking as predictors of cessation and reduction at one and six months after a medically-based control program. Smokers (n = 250 total) attending general medicine clinics at University and Veterans Administration facilities received advice to quit from both physicians and nurses. Beliefs about difficulty resisting urges to smoke in 15 situations, their frequency of occurrence, and general level of difficulty were assessed at baseline. For the University group of patients, significant relationships were found between both general and specific indexes and both cessation and reduction at one month. Although a greater change in smoking was seen at six months, few belief measures remained predictive. At one month, global measures were as useful as specific ones, although difficulty in situations of negative emotion was a consistent and strong predictor. Marked differences between the two sites were found; virtually no measure of difficulty proved predictive for the VA group.

Superoxide dismutase prevents lipid peroxidation in burned patients.

Animal models and human studies have shown that conjugated dienes rise in the plasma after thermal injury. These dienes may serve as a marker of oxygen radical-mediated tissue injury. Twelve burn patients were randomized to receive the antioxidant enzyme polyethylene glycol-conjugated superoxide dismutase (PEG-SOD). Patients received either 500 or 1000 units per kilogram of PEG-SOD intravenously within 6 h of injury. Plasma samples were collected and conjugated diene levels were compared to diene levels of burn patients not treated and to diene levels from normal volunteers. Conjugated diene levels were increased in burn patients. PEG-SOD in either dose initially decreased conjugated diene levels in the plasma of both treatment groups. By 72 h, the diene levels increased in the 500 unit/kg group, but remained at near control levels in the 1000 unit/kg group for up to 200 h after injury. These data suggest that PEG-SOD is capable of preventing conjugated dienes formed as the result of oxygen radical production. It appears that 1000 units/kg is more effective than 500 units/kg in preventing conjugated diene formation.