Development of a student-created internal medicine frameworks website for healthcare trainees

H. Moses Murdock; Jarrod Ehrie; Nadia L. Bennett; Jennifer R. Kogan

doi:10.1515/dx-2023-0020

Article

Development of a student-created internal medicine frameworks website for healthcare trainees

H. Moses Murdock , Jarrod Ehrie , Nadia L. Bennett and Jennifer R. Kogan

Published/Copyright: April 21, 2023

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From the journal Diagnosis Volume 10 Issue 3

Abstract

Objectives

Describe medical student perspectives on framework learning and develop a free, online, mobile-friendly framework website.

Methods

Internal medicine clerkship students were surveyed at a single U.S. medical school regarding how they learn frameworks. We used Draw.io to create frameworks, which were edited by expert clinicians. Frameworks were hosted online through an academic server, and Google analytics was used to track website activity.

Results

Most medical students report learning frameworks from attending clinicians. We developed 87 frameworks on the “Penn Frameworks’’ website, which was visited by 9,539 unique users from 124 countries over three years.

Conclusions

Most medical students perceive that they learn frameworks during clinical rotations from attending clinicians. We found that it is feasible to develop a low-cost, expert-curated, mobile-friendly resource to supplement in-person learning.

Keywords: clinical reasoning; diagnostic schemas; frameworks

Corresponding author: H. Moses Murdock, MD, Department of Medicine, Brigham and Women’s Hospital, Harvard Medical School, Internal Medicine Resident, 75 Francis Street, Boston 02120, MA, USA, Phone: 617-732-5775, E-mail: hmurdock@bwh.harvard.edu

Funding source: University of Pennsylvania

Acknowledgments

We thank the clinical fellows and faculty who generously gave their time to edit the frameworks: Dr. Orr, Dr. Wang, Dr. Fleitman, Drs. Stacey and Stuart Prenner, Dr. Treat, Dr. Punati, Dr. White, Dr. Palchaudhuri, Dr. Vedula, Dr. Cuker, Dr. Levinson, Dr. Pruitt, Dr. Price, Dr. Clancy, Dr. Flesch, Dr. Dawson, Dr. Geara, Dr. Karpoff, and Dr. Dunham.

Research funding: SPARK-Ed Medical Education Research and Innovation grant (University of Pennsylvania, 2018).
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.
Informed consent: Not applicable.
Ethical approval: The local Institutional Review Board deemed the study exempt from review.

References

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Received: 2023-02-17

Accepted: 2023-04-11

Published Online: 2023-04-21

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Articles in the same Issue

https://doi.org/10.1515/dx-2023-0020

Keywords for this article

clinical reasoning; diagnostic schemas; frameworks