Evidence map›Paper›PMID 42519589›Full record

ArticleAdvances in medical education and practice2026

A Multidisciplinary ICU Clerkship Curriculum Incorporating Simulation and Competency-Based Education: Design, Implementation, and Early Outcomes.

Nicole Arkin, Tara Ramaswamy, Bernadette Carvalho, Saraswati Kache, Aussama Khalaf Nassar, Christine L C Johnson, Erin Hennessey, Juliana Barr

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Article in Advances in medical education and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Nicole ArkinDepartment of Anesthesiology, Perioperative, and Pain Medicine, Division of Critical Care Medicine, Stanford University, Stanford, CA, USA.ORCID 0000-0001-8069-8987
Tara RamaswamyDepartment of Anesthesiology, Perioperative, and Pain Medicine, Division of Critical Care Medicine, Stanford University, Stanford, CA, USA.
Bernadette CarvalhoDepartment of Anesthesiology, Perioperative, and Pain Medicine, Stanford University, Stanford, CA, USA.
Saraswati KacheDepartment of Pediatrics, Stanford University, Stanford, CA, USA.
Aussama Khalaf NassarDepartment of Surgery, Stanford University, Stanford, CA, USA.
Christine L C JohnsonDepartment of Pediatrics, Stanford University, Stanford, CA, USA.
Erin HennesseyDepartment of Anesthesiology, University of Virginia, Charlottesville, VA, USA.
Juliana BarrDepartment of Anesthesiology, Perioperative, and Pain Medicine, Stanford University School of Medicine, Stanford, CA, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: Critical care competencies are increasingly relevant across specialties, yet structured exposure in undergraduate medical education (UME) remains variable. We describe the design, implementation, and early outcomes of a four-week, modular ICU clerkship. Methods: We implemented a multidisciplinary ICU clerkship integrating clinical immersion, protected weekly didactics, asynchronous learning, high-fidelity simulation, health equity rounds, and palliative care debriefing. Objectives were aligned with Delphi-derived undergraduate critical care competencies and AAMC Entrustable Professional Activities. We compared student clerkship evaluation ratings (learner perceptions on a 5-point Likert scale) before and after a comprehensive curriculum redesign (July 2022-June 2024 vs July 2024-June 2025) using Welch two-sample Results: Approximately 95 students per year completed the clerkship. Following redesign, the largest improvements were observed in structural and organizational domains: orientation (+0.94), syllabus (+0.95), didactics (+0.85), and organization (+0.76) (all p < 0.001). Clinical skills (+0.36, p=0.01) and knowledge (+0.31, p=0.01) increased modestly and remained consistently high. Simulation ratings remained high (4.44 to 4.65, p=0.04). Overall clerkship rating improved from 4.00 to 4.51 (p=0.002). Discussion: A modular ICU clerkship is feasible and adaptable across settings. Improvements were most pronounced in structural domains, while core clinical learning domains remained stable, suggesting that targeted curricular redesign can enhance learner experience while maintaining high perceived educational value.

Indexed as

clerkship curriculumcompetency-based assessmentcritical care educationsimulation-based learningundergraduate medical education

Identifiers

PMID42519589
PMCPMC13384020

What Socratic holds

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LicenceCC BY-NC
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.