Association between inpatient team continuity and clerkship student academic performance

Abstract

AbstractObjectiveTo determine the association between inpatient team continuity, defined as the maximum number of days the same student, resident, and attending worked together on the inpatient wards, and the academic performance of students in a pediatric block clerkship.MethodsWe retrospectively identified students who rotated in the pediatric clerkship at a single institution from 2020 to 2022. We used multiple linear regression models to adjust for multiple confounders and used a one‐way analysis of variance to compare adjusted outcomes across quartiles of inpatient team continuity.ResultsA total of 227 students were included in the analysis. Students' preceptor ratings increased by 0.04 on a scale of 0–4 (95% confidence interval [CI] 0.01–0.06; p = .001), and their final pediatric grade increased by 0.02 on a scale of 0–4 (95% CI 0.01–0.02; p < .001) with each 1‐day increase in inpatient team continuity. There was no statistically significant association between team continuity and shelf exam scores or observed structured clinical examination scores. Preceptor ratings and final clerkship grades increased across quartiles of team continuity, with the greatest increase being between the second, 6–7 days of continuity, and third, 8–10 days of continuity, quartiles.ConclusionsIncreased inpatient team continuity is associated with students receiving higher preceptor ratings and achieving a higher final pediatric clerkship grade. While the mechanisms driving these associations remain unknown, the results add to the literature base supporting the importance of preceptor continuity in undergraduate medical education.