Assessment of fourth‐year medical students' knowledge of post‐acute care rehabilitation discharge options following a physical medicine and rehabilitation clerkship educational program

Background Post‐acute care (PAC) plays an increasingly critical role in the health care system due to an aging population, shorter hospital stays, and the complex needs of patients. However, studies show that medical students often lack essential knowledge of PAC options, which may compromise safe care transitions. In the United States, medical education provides limited training on PAC and the rehabilitation requirements associated with these settings. Objective To assess fourth‐year medical students' knowledge of and confidence in PAC options following a targeted educational program delivered within a physical medicine and rehabilitation (PM&R) clerkship. Design Pre‐ and postintervention surveys. Setting A single institution U.S. allopathic medical school. Participants Fourth‐year medical students enrolled in the mandatory PM&R clerkship between January and May 2025. Of 104 eligible students, 53 completed both surveys and were included in the analysis. Intervention The mandatory 2‐week PM&R clerkship included a didactic lecture that (1) reviewed admission and rehabilitation eligibility criteria for each PAC setting based on Centers for Medicare and Medicaid Services guidelines; (2) highlighted differences in physician oversight, nursing care, and average length of stay; and (3) applied concepts through patient case scenarios. Main Outcome Measures The change from medical students' baseline to postclerkship knowledge of and confidence in PAC options. Results Students showed statistically significant improvements in both knowledge of PAC eligibility criteria ( p < .001) and self‐reported confidence in PAC discharge planning ( p < .001). Conclusions A structured educational module on PAC in addition to clinical experiences in a mandatory PM&R clerkship was associated with improved medical students' knowledge and confidence in PAC discharge planning. These findings support incorporating PAC education into medical school curricula, particularly within PM&R rotations, to better prepare future physicians for the complexities of care transitions.