*Learning Objectives:
Describe ways in which preclinical medical students may learn the core competencies of practice-based learning and improvement, systems-based practice, and professionalism through an immersive clinical experience in procedural radiology services.

*Content Description:
In 2020, Washington University in St. Louis reformed its medical school curriculum around a competency-based model which emphasizes the longitudinal development of core competencies in medical education across preclinical and clinical phases of medical school. A Clinical Immersions course embedded within the preclinical phase of medical school acclimates students to the clinical learning environment in a low-stakes environment prior to core clinical clerkships, provides an experiential learning opportunity to apply concepts learned in the classroom pertaining to social and structural determinants of health, explores the role of interprofessional healthcare workers in patient care, and develops their professional identity as a physician early in medical school. These objectives are tied to core competencies for medical students in practice-based learning and improvement (PBLI), systems-based practice (SBP), and professionalism. Interventional radiology, body imaging, breast imaging, diagnostic and interventional neuroradiology, and musculoskeletal radiology all participate as Clinical Immersion sites. Students spend three weeks on these procedural imaging services participating in patient care, practicing physical exam and patient interview skills, and interviewing patients about their experiences in the healthcare system. Students participate in all activities relevant to the care of patients in procedural radiology services. Students are intentionally scheduled to work with radiology technologists and nurses in order to experience their roles in healthcare. They complete two observed history and physical exams of patients with feedback from a radiologist or advanced practice clinician. A graded self-directed learning exercise and a graded reflective writing assignment assess the students’ attainment of competency in PBLI and SBP. Global clinical assessment forms assess competencies in professionalism. The radiology department can provide important training opportunities for medical students in PBLI, SBP, and professionalism during any stage of medical school training. This course presents a model for how to incorporate these principles.

Michelle M. Miller-Thomas MD

Mallinckrodt Institute of Radiology, Washington University School of Medicine

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