TY  - JOUR
DO  - 10.22454/PRiMER.2026.0065
VL  - 10
DA  - 2026/10/21
N2  - Introduction: Effective communication between health care professionals is essential to patient care and outcomes yet is often underrepresented in preclerkship medical curricula. Efforts to introduce communication training early must balance clinical authenticity with learner readiness. In this workshop series, we explored how alignment with a problem-based learning (PBL) case can support the introduction and application of structured communication frameworks used in clerkships.Methods: A total of 76 second-year medical students participated in a three-session curriculum culminating in a manikin-based simulation and associated I-PASS handoff. Student performances were video-recorded and independently evaluated by two physician-raters using a modified I-PASS assessment tool. Cohen’s κ for interrater agreement was calculated for each component with a quadratic weighting applied to components with an ordinal scale.Results: Across most assessed I-PASS components, ratings were distributed in the “moderate” and “great extent” categories. Students most consistently demonstrated patient summaries and action lists, while omissions in past medical history and task ownership were common. Interrater agreement was strongest for illness severity classification, on an ordinal scale, though interrater agreement was significant when using a dichotomized scale that distinguished high from low performance.Conclusions: An aligned curriculum linking PBL, communication training, and simulation provides a feasible approach to introducing structured handoff frameworks in the preclerkship setting. Further work is needed to evaluate its impact on learner clerkship readiness and to improve the reliability of assessment tools.
PB  - Society of Teachers of Family Medicine
AU  - Aoki, Kenji
AU  - Schiff-Elfalan, Teresa
AU  - Maxym, Maya
AU  - Kanagusuku, Leimomi
AU  - Ishikawa, Kyle
AU  - Phisayavong, Jonathan
AU  - Lee-Jayaram, Jannet
L2  - http://journals.stfm.org/primer/2026/aoki-0065
L1  - http://journals.stfm.org/media/4eihocd5/primer-2026-0065.pdf
TI  - From Workshop to Simulation: Assessing I-PASS Handoff Skills in an Integrated Preclerkship Curriculum
ER  -