Standardized oral examinations allow for assessment of medical student clinical knowledge and decrease racial grading differences in a surgery clerkship

Surgery ◽  
2021 ◽  
Author(s):  
Katharine E. Caldwell ◽  
Jorge G. Zarate Rodriguez ◽  
Annie Hess ◽  
Britta J. Han ◽  
Michael M. Awad ◽  
...  
Keyword(s):  
Medical Student ◽  
Clinical Knowledge ◽  
Oral Examinations

scholarly journals Copy-and-Paste in Medical Student Notes: Extent, Temporal Trends, and Relationship to Scholastic Performance

2019 ◽  
Vol 10 (03) ◽  
pp. 479-486 ◽  
Author(s):  
Ken Monahan ◽  
Cheng Ye ◽  
Edward Gould ◽  
Meng Xu ◽  
Shi Huang ◽  
...  
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Student Performance ◽  
Temporal Trends ◽  
Clinical Knowledge ◽  
Medicine Clerkship ◽  
Progress Notes ◽  
Medical Licensing ◽  
Scholastic Performance ◽  
Copy And Paste

Background Medical students may observe and subsequently perpetuate redundancy in clinical documentation, but the degree of redundancy in student notes and whether there is an association with scholastic performance are unknown. Objectives This study sought to quantify redundancy, defined generally as the proportion of similar text between two strings, in medical student notes and evaluate the relationship between note redundancy and objective indicators of student performance. Methods Notes generated by medical students rotating through their medicine clerkship during a single academic year at our institution were analyzed. A student–patient interaction (SPI) was defined as a history and physical and at least two contiguous progress notes authored by the same student during a single patient's hospitalization. For some students, SPI pairs were available from early and late in the clerkship. Redundancy between analogous sections of consecutive notes was calculated on a 0 to 100% scale and was derived from edit distance, the number of changes needed to transform one text string into another. Indicators of student performance included United States Medical Licensing Exam (USMLE) scores. Results Ninety-four single SPIs and 58 SPI pairs were analyzed. Redundancy in the assessment/plan section was high (40%) and increased within individual SPIs (to 60%; p < 0.001) and between SPI pairs over the course of the clerkship (by 30–40%; p < 0.001). Students in the lowest tertile of USMLE step II clinical knowledge scores had higher redundancy in the assessment/plan section than their classmates (67 ± 24% vs. 38 ± 22%; p = 0.002). Conclusion During the medicine clerkship, the assessment/plan section of medical student notes became more redundant over a patient's hospital course and as students gained clinical experience. These trends may be indicative of deficiencies in clinical knowledge or reasoning, as evidenced by performance on some standardized evaluations.

The reliability of diagnosing root caries using oral examinations

1988 ◽  
Vol 52 (11) ◽  
pp. 622-629 ◽  
Author(s):  
JG Bauer ◽  
S Cretin ◽  
SO Schweitzer ◽  
RJ Hunt
Keyword(s):  
Root Caries ◽  
Oral Examinations

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

How Much Psychology Does a Medical Student Need?

1994 ◽  
Vol 39 (6) ◽  
pp. 630-631
Author(s):  
Danny Wedding
Keyword(s):  
Medical Student

Medical Student Sexual Health Knowledge Survey

2018 ◽  
Author(s):  
Christina Warner ◽  
Samantha Carlson ◽  
Renee Crichlow ◽  
Michael W. Ross
Keyword(s):  
Medical Student ◽  
Sexual Health ◽  
Health Knowledge ◽  
Knowledge Survey ◽  
Sexual Health Knowledge

An Electronic Study Form to Support Collaborating Agents in the Management of Clinical Knowledge

1999 ◽  
Vol 38 (03) ◽  
pp. 154-157
Author(s):  
W. Fierz ◽  
R. Grütter
Keyword(s):  
Procedural Knowledge ◽  
Health Care Provision ◽  
Markup Language ◽  
Artificial Agents ◽  
Care Provision ◽  
Clinical Knowledge ◽  
Extensible Markup ◽  
Implementation Level ◽  
Biological Organisms ◽  
Representation Of Knowledge

AbstractWhen dealing with biological organisms, one has to take into account some peculiarities which significantly affect the representation of knowledge about them. These are complemented by the limitations in the representation of propositional knowledge, i. e. the majority of clinical knowledge, by artificial agents. Thus, the opportunities to automate the management of clinical knowledge are widely restricted to closed contexts and to procedural knowledge. Therefore, in dynamic and complex real-world settings such as health care provision to HIV-infected patients human and artificial agents must collaborate in order to optimize the time/quality antinomy of services provided. If applied to the implementation level, the overall requirement ensues that the language used to model clinical contexts should be both human- and machine-interpretable. The eXtensible Markup Language (XML), which is used to develop an electronic study form, is evaluated against this requirement, and its contribution to collaboration of human and artificial agents in the management of clinical knowledge is analyzed.

Bureaucracy, Pedagogy, Surgery: Keats, Guy's, and the ‘Institution’ of Medicine

Romanticism ◽  
2016 ◽  
Vol 22 (2) ◽  
pp. 203-212
Author(s):  
James Robert Allard
Keyword(s):  
Medical Student ◽  
Medical Practice ◽  
The State

John Keats's time as a medical student provided much fodder for the imagination of readers of all persuasions. In particular, ‘Z’, in the fourth installment of the ‘Cockney School’ essays, took pains to ensure that readers knew of his time training to be an apothecary, working to frame Keats, first, as connected to the lowest branch of medical practice, and, second, as having failed as badly at that unworthy pursuit as he did at poetry. But what would ‘Z’, or any of his readers, have known about the training of an apothecary, about medical pedagogy, about the internal workings of the profession? As outsiders, what could they have known, beyond perception, conjecture, and opinion? And on what were those opinions based? This essay reads ‘Z’'s comments in the context of first-hand accounts of the state of contemporary medical pedagogy, seeking to account both for ‘Z’'s dismissal of Keats to ‘the shops’ and for the continuing fascination with his connections to medicine in these terms.

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