Social Media Bridges the Training Gap Between Match Day and Internship With ACGME Milestone-based Clinical Case Curriculum

Mary E. McLean, Thomas A. Huls, Adrian A. Cotarelo, Abbas Husain, Joel C. Park, Jonathan C. Chan, Elizabeth S. So, Michael C. Anana, Angela S. Chen, Gordon K. Chien, Arlene S. Chung, Lukasz D. Cygan, Suman J. Gupta, Marc P. Kanter, Eric Lee, Diksha Mishra, Kristen M. Ng, Andrew J. Restivo, James T. Russell, Kaushal ShahR. Taylor Surles, Miriam L. Kulkarni

Research output: Contribution to journalArticlepeer-review

1 Scopus citations


Objectives: The objective was to bridge the relative educational gap for newly matched emergency medicine preinterns between Match Day and the start of internship by implementing an Accreditation Council for Graduate Medical Education Milestone (ACGME)-based virtual case curriculum over the social media platform Slack. Methods: We designed a Milestone-based curriculum of 10 emergency department clinical cases and used Slack to implement it. An instructor was appointed for each participating institution to lead the discussion and encourage collaboration among preinterns. Pre- and postcurriculum surveys utilized 20 statements adapted from the eight applicable Milestones to measure the evolution of preintern self-reported perceived preparedness (PP) as well as actual clinical knowledge (CK) performance on a case-based examination. Results: A total of 11 institutions collaborated and 151 preinterns were contacted, 127 of whom participated. After participating in the Slack intern curriculum (SIC), preinterns reported significant improvements in PP regarding multiple Milestone topics. They also showed improved CK regarding the airway management Milestone based on examination performance. Conclusions: Implementation of our SIC may ease the difficult transition between medical school and internship for emergency medicine preinterns. Residency leadership and medical school faculty will benefit from knowledge of preintern PP, specifically of their perceived strengths and weaknesses, because this information can guide curricular focus at the end of medical school and beginning of internship. Limitations of this study include variable participation and a high attrition rate. Further studies will address the utility of such a virtual curriculum for preinterns and for rotating medical students who have been displaced from clinical rotations during the novel coronavirus pandemic.

Original languageEnglish
Article numbere10503
JournalAEM Education and Training
Issue number2
StatePublished - Apr 2021
Externally publishedYes


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