Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Citation Map Email this article to a Colleague Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to My Articles & Searches Download to citation manager Citing Articles via Google Scholar Articles by Bobo, W. V. Articles by Lacy, T. J. Search for Related Content PubMed Citation Articles by Bobo, W. V. Articles by Lacy, T. J.

The Effect of Psychiatric Third-Year Rotation Setting on Academic Performance, Student Attitudes, and Specialty Choice

Received May 6, 2007; revised August 20 and December 17, 2007; accepted January 14, 2008. Dr. Bobo is affiliated with the Department of Psychiatry at Vanderbilt University School of Medicine, Vanderbilt Psychiatric Hospital, in Nashville, Tenn.; Dr. Nevin is affiliated with the Army Medical Surveillance Activity in Silver Spring, Md.; Dr. Greene is affiliated with the Department of Psychiatry at Wilford Hall USAF Medical Center, San Antonio, Tex.; Dr. Lacy is affiliated with the Department of Psychiatry at Malcolm Grow USAF Medical Center, Andrews AFB. Address correspondence to William V. Bobo, M.D., Vanderbilt University School of Medicine, Department of Psychiatry, Vanderbilt Psychiatric Hospital, 1601 23rd Ave. South, Suite 3035, Nashville, TN 37212; william.v.bobo{at}vanderbilt.edu (e-mail).

OBJECTIVE: Few studies have directly compared the effects of third-year clerkship rotation type on measures of academic performance, student attitudes about psychiatry and psychiatric patients, and level of interest in psychiatry as a career. The goal of this study was to assess the extent to which rotation type influenced these outcome variables among third-year medical students. METHODS: The authors conducted a prospective study of 647 third-year medical students administratively assigned to one of three clinical settings: an acute inpatient ward, a hospital-based consultation-liaison service, and an outpatient mental health care clinic. Academic performance was estimated using scores from a nationally standardized examination provided by the National Board of Medical Examiners (NBME), while responses to an anonymous survey developed by the investigators were used as indicators of student attitudes about and interest in psychiatry as a potential career field. Administrative residency match data were collected on all participants. RESULTS: Rotation type had no effect on NBME exam scores after controlling for grade point average, age, gender, rotation order, and rotation year. Although individuals who rotated on the inpatient service scored an average of 1.8 points higher on the examination relative to individuals who rotated on the consultation service, this small difference was not considered academically meaningful. Similarly, there were no statistically meaningful patterns that emerged between survey responses and rotation type. Approximately 4% of our sample matched into psychiatric residencies after graduating from medical school. Rotation type and survey responses were not statistically correlated with specialty choice. CONCLUSION: Rotation type does not appear to affect acquisition of psychiatric knowledge as estimated by standardized examination scores, nor does it appear to influence students’ perceptions of psychiatry or specialty choice.

Get information about faster international access.

Privacy Policy

Copyright © 2009 Academic Psychiatry. All rights reserved.

Home | Search | Current Issue | Past Issues | Subscribe | All APPI Journals | Help | Contact Us