Strategies for Academic Advisors and Mentors to Support Medical Students Entering Clinical Rotations
Open accessAbstract
Medical school offers comprehensive education and career development both in the classroom and clinical spaces. Much of the literature surrounding optimizing and navigating clinical rotations is directed towards faculty, such as clerkship directors. However, as advisors for medical students, we notice a large gap exists in peer-reviewed content focused on teaching medical students concrete skills of navigating clinical years. Here we offer actionable strategies that would guide both students, and their mentors and advisors, as they prepare for their upcoming clinical rotations. Suggestions are based on existing literature and our combined expert opinion. By breaking down success in the clinical space into fragmented components, we believe students will gain confidence in their own performance during clinical rotations.
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At the beginning of their clinical clerkships, medical students encounter challenges related to knowledge acquisition, diagnostic and procedural skills, communication with patients, professional relationships, and stress management.
“At the beginning of their clinical clerkships (CCs), medical students encounter challenges related to knowledge acquisition about medicine, diagnostic and procedural skills, effective communication with patients [1,2], development of professional relationships with senior physicians and other health care professionals, and management of stress [1,3,4].”
From Development of a Clinical Clerkship Mentor Using Generative AI and Evaluation of Its Effectiveness in a Medical Student Trial Compared to Student Mentors: 2-Part Comparative Study (2025) · cites this paper as [3]
The Introduction (page unavailable) describes the transition to clinical rotations as involving new clinical tasks, integration into teams, and anxiety. Patient-Directed Learning addresses medical knowledge, diagnostic decisions, and communication with patients; Displaying Collaborative Behavior addresses relationships with clinical teams. The passages do not specifically address developing procedural skills, so that part of the attributed list is not established. (LLM, conf=0.82)
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Cited by
Sorted by citations
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“…students encounter challenges related to knowledge acquisition about medicine, diagnostic and procedural skills, effective communication with patients [1,2], development of professional relationships with senior physicians and other health care professionals, and management of stress [1,3,4].”
- Authors
- Landry, A., Khachadoorian-Elia, H., Kamihara, J., Landry, A., Trinh, N.-H., Vanka, A., Kamin, D., & Johnson, N.
- Affiliations
- Brigham and Women's Hospital (US)
- Harvard University (US)
- Boston Children's Hospital (US)
- Beth Israel Deaconess Medical Center (US)
- Corresponding author
- Landry, Adaira
- ORCID
- Venue
- Medical Science Educator
- Published
- 2024-09-26
- Volume
- 34
- Issue
- 6
- Pages
- 1541-1550
- ISSN
- 2156-8650 (ISSN-L)
- PMC
- PMC11699001
- OpenAlex
- W4402880290
- Cited by
- 2
- References
- 36
- Citations by year
- 2026: 1 · 2025: 1
- FWCI
- 0.82
- Type
- journal article
- Language
- en
- Open access
- green
- pmc.ncbi.nlm.nih.gov
- Licence
- Locations
- Medical Science Educator (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Gender Studies › Diversity and Career in Medicine
- Keywords
- medical students, clinical rotations, academic advising, mentoring, peer mentoring, student self-confidence, transition to clinical practice, clerkship preparation, career development
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