Comparison of faculty assessment and students’ self-assessment of performance during clinical case discussions in a pharmacotherapy capstone course

2017 ◽  
Vol 40 (2) ◽  
pp. 193-198 ◽  
Author(s):  
Sara A. Wettergreen ◽  
Jason Brunner ◽  
Sunny A. Linnebur ◽  
Laura M. Borgelt ◽  
Joseph J. Saseen
Keyword(s):  
Clinical Case ◽  
Self Assessment ◽  
Faculty Assessment ◽  
Capstone Course ◽  
Assessment Of Performance ◽  
Case Discussions

SBA MCQs for the MRCS Part A

2012 ◽  
Author(s):  
Sri G. Thrumurthy ◽  
Tania Samantha De Silva ◽  
Zia Moinuddin ◽  
Stuart Enoch
Keyword(s):  
Clinical Case ◽  
Multiple Choice ◽  
Surgical Anatomy ◽  
Surgical Patients ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Self Assessment ◽  
High Level ◽  
Factual Recall ◽  
Selection Of

Specifically designed to help candidates revise for the MRCS exam, this book features 350 Single Best Answer multiple choice questions, covering the whole syllabus. Containing everything candidates need to pass the MRCS Part A SBA section of the exam, it focuses intensively on the application of basic sciences (applied surgical anatomy, physiology, and pathology) to the management of surgical patients. The high level of detail included within the questions and their explanations allows effective self-assessment of knowledge and quick identification of key areas requiring further attention. Varying approaches to Single Best Answer multiple choice questions are used, giving effective exam practice and guidance through revision and exam technique. This includes clinical case questions, 'positively-worded' questions, requiring selection of the most appropriate of relatively correct answers; 'two-step' or 'double-jump' questions, requiring several cognitive steps to arrive at the correct answer; as well as 'factual recall' questions, prompting basic recall of facts.

scholarly journals The Impact of a Required Undergraduate Health and Wellness Course on Students’ Awareness and Knowledge of Physical Activity and Chronic Disease

2014 ◽  
Vol 7 (2) ◽  
pp. 117 ◽  
Author(s):  
Usha Kuruganti
Keyword(s):  
Physical Activity ◽  
Chronic Disease ◽  
Undergraduate Curriculum ◽  
Health And Wellness ◽  
Self Assessment ◽  
Capstone Course ◽  
Health Agencies ◽  
Wellness Course ◽  
The University ◽  
The Impact

As part of the undergraduate curriculum, the Faculty of Kinesiology at the University of New Brunswick (UNB) requires all students to take an undergraduate course in physical activity, health and wellness in their third year of study. This capstone course allows students to integrate concepts from their program regarding physical activity, fitness, and wellness. While students have anecdotally indicated that this course has improved their knowledge of health and wellness, this data had not been quantitatively assessed previously. The purpose of this study was to examine the effect of the course on students’ views of the impact of physical activity on disease and overall health and wellness. A survey was administered to the students enrolled in the course at the beginning and again at the end of the semester. The survey requested data in four categories; 1) the demographics of the student, 2) students’ knowledge of health agencies and guidelines, 3) students’ physical activity, health and wellness awareness and 4) students’ self-assessment of their knowledge of physical activity and chronic disease. The data showed that, at the end of the course, students felt that they improved in three areas; 1) their knowledge of health agencies and guidelines, 2) their awareness of physical activity and its impact on health and wellness and 3) their knowledge of physical activity and chronic disease. The results of this work provided information on the impact of a required health and wellness course on students’ knowledge of health and suggested that the material in the course helped their overall understanding of health. 

scholarly journals Innovációs lehetőségek a medicinában: 3D tervezési és 3D nyomtatási lehetőségek a felnőtt szív- és mellkassebészeti betegellátásban. Magyarországi tapasztalatok

2019 ◽  
Vol 160 (50) ◽  
pp. 1967-1975 ◽  
Author(s):  
János Imre Barabás ◽  
Áron Kristóf Ghimessy ◽  
Ferenc Rényi-Vámos ◽  
Ákos Kocsis ◽  
László Agócs ◽  
...  
Keyword(s):  
Clinical Case ◽  
Technology Development ◽  
3D Models ◽  
Patient Specific ◽  
Anatomical Models ◽  
Efficient Communication ◽  
The Common ◽  
Case Discussions ◽  
Procedural Planning ◽  
Surgery Department

Abstract: Use of 3D planning and 3D printing is expanding in healthcare. One of the common applications is the creation of anatomical models for the surgical procedure from DICOM files. These patient-specific models are used for multiple purposes, including visualization of complex anatomical situations, simulation of surgical procedures, patient education and facilitating communication between the different disciplines during clinical case discussions. Cardiac and thoracic surgical applications of this technology development include the use of patient-specific 3D models for exploration of ventricle and aorta function and surgical procedural planning in oncology. The 3D virtual and printed models provide a new visualization perspective for the surgeons and more efficient communication between the different clinical disciplines. The 3D project was started at the Semmelweis University with the cooperation of the Thoracic Surgery Department of the National Institute of Oncology in 2018. The authors want to share their experiences in 3D designed medical tools. Orv Hetil. 2019; 160(50): 1967–1975.

Patient Assessment and Management Examination: lack of correlation between faculty assessment and resident self-assessment

2008 ◽  
Vol 195 (1) ◽  
pp. 16-19 ◽  
Author(s):  
Joseph R. Schneider ◽  
Michael J. Verta ◽  
Elizabeth R. Ryan ◽  
Julia F. Corcoran ◽  
Debra A. DaRosa
Keyword(s):  
Patient Assessment ◽  
Self Assessment ◽  
Faculty Assessment

Competence Measurement During Colonoscopy Training: The Use of Self-Assessment of Performance Measures

2012 ◽  
Vol 107 (7) ◽  
pp. 971-975 ◽  
Author(s):  
Arjun D Koch ◽  
Jelle Haringsma ◽  
Erik J Schoon ◽  
Rob A de Man ◽  
Ernst J Kuipers
Keyword(s):  
Performance Measures ◽  
Use Of Self ◽  
Self Assessment ◽  
Assessment Of Performance

scholarly journals Can clinical case discussions foster clinical reasoning skills in undergraduate medical education? A randomised controlled trial

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e025973 ◽  
Author(s):  
Marc Weidenbusch ◽  
Benedikt Lenzer ◽  
Maximilian Sailer ◽  
Christian Strobel ◽  
Raphael Kunisch ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Clinical Reasoning ◽  
Clinical Case ◽  
Controlled Trial ◽  
Case Discussions ◽  
Reasoning Skills ◽  
Randomised Controlled ◽  
Clinical Reasoning Skills ◽  
Subjective Learning ◽  
Case Based

ObjectiveFostering clinical reasoning is a mainstay of medical education. Based on the clinicopathological conferences, we propose a case-based peer teaching approach called clinical case discussions (CCDs) to promote the respective skills in medical students. This study compares the effectiveness of different CCD formats with varying degrees of social interaction in fostering clinical reasoning.Design, setting, participantsA single-centre randomised controlled trial with a parallel design was conducted at a German university. Study participants (N=106) were stratified and tested regarding their clinical reasoning skills right after CCD participation and 2 weeks later.InterventionParticipants worked within a live discussion group (Live-CCD), a group watching recordings of the live discussions (Video-CCD) or a group working with printed cases (Paper-Cases). The presentation of case information followed an admission-discussion-summary sequence.Primary and secondary outcome measuresClinical reasoning skills were measured with a knowledge application test addressing the students’ conceptual, strategic and conditional knowledge. Additionally, subjective learning outcomes were assessed.ResultsWith respect to learning outcomes, the Live-CCD group displayed the best results, followed by Video-CCD and Paper-Cases, F(2,87)=27.07, p<0.001, partial η2=0.384. No difference was found between Live-CCD and Video-CCD groups in the delayed post-test; however, both outperformed the Paper-Cases group, F(2,87)=30.91, p<0.001, partial η2=0.415. Regarding subjective learning outcomes, the Live-CCD received significantly better ratings than the other formats, F(2,85)=13.16, p<0.001, partial η2=0.236.ConclusionsThis study demonstrates that the CCD approach is an effective and sustainable clinical reasoning teaching resource for medical students. Subjective learning outcomes underline the importance of learner (inter)activity in the acquisition of clinical reasoning skills in the context of case-based learning. Higher efficacy of more interactive formats can be attributed to positive effects of collaborative learning. Future research should investigate how the Live-CCD format can further be improved and how video-based CCDs can be enhanced through instructional support.

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