Boosting clerkship preparedness: student insights on the effectiveness of an intensive post-COVID transition course
Abstract Background The Medical Doctor program at VinUniversity, developed in collaboration with the Perelman School of Medicine at the University of Pennsylvania, comprises three years of preclinical education followed by three years of clinical rotations. The COVID-19 pandemic (2020–2023) disrupte...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-07-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-025-07479-y |
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| Summary: | Abstract Background The Medical Doctor program at VinUniversity, developed in collaboration with the Perelman School of Medicine at the University of Pennsylvania, comprises three years of preclinical education followed by three years of clinical rotations. The COVID-19 pandemic (2020–2023) disrupted medical education in Vietnam, underscoring the need for innovative strategies to address gaps in practical skills. In response, the Transition to Clinical Training (TCT) course was introduced in September 2023 to better prepare students for clinical clerkships. Methods This study employed a mixed-methods approach to evaluate the effectiveness of the TCT course for first time implementation. Fourth-year medical students at VinUniversity participated in two surveys: the first immediately after completing the TCT course and the second at the end of their first clerkship year. The initial survey assessed students’ satisfaction with course content, organization, and teaching quality, while the follow-up survey focused on the course’s effectiveness in preparing students for clinical rotations. Quantitative data were collected using a 5-point Likert scale, and qualitative feedback was analyzed thematically. Results The initial survey (88% response rate) indicated high satisfaction with the course’s content, organization, and teaching quality, though concerns were raised about grading fairness. The end-of-year survey (90% response rate) revealed moderate preparedness for clinical rotations, with specific challenges noted in interpreting laboratory tests and understanding hospital workflows. Qualitative feedback highlighted the need for increased hands-on practice, improved organization, and consistency in instruction. Conclusion The TCT course at VinUniversity has substantially enhanced student readiness for clinical rotations, with strong satisfaction reported in several areas. However, there are critical areas for improvement, including grading fairness, laboratory test interpretation, and familiarity with hospital workflows. Ongoing refinement based on student feedback is essential to optimize the course and ensure comprehensive clinical preparedness. |
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| ISSN: | 1472-6920 |