scholarly journals How interruptions in studentsʼ medical education affect their clinical performance evaluations

1990 ◽  
Vol 65 (11) ◽  
pp. 704-5 ◽  
Author(s):  
S Kalishman ◽  
L Santo-Gomez
Keyword(s):  
Medical Education ◽  
Clinical Performance ◽  
Performance Evaluations

scholarly journals Defining and Adopting Clinical Performance Measures in Graduate Medical Education

2019 ◽  
Vol 94 (5) ◽  
pp. 671-677 ◽  
Author(s):  
Alina Smirnova ◽  
Stefanie S. Sebok-Syer ◽  
Saad Chahine ◽  
Adina L. Kalet ◽  
Robyn Tamblyn ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Performance Measures ◽  
Clinical Performance ◽  
Graduate Medical

Relationship Between Academic Performance and Student Self-Assessment of Clinical Performance in the College of Podiatric Medicine and Surgery

2016 ◽  
Vol 106 (3) ◽  
pp. 214-217
Author(s):  
Robert M. Yoho ◽  
Vassilios Vardaxis ◽  
Kelsey Millonig
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Clinical Training ◽  
Clinical Performance ◽  
Pearson Correlation ◽  
Self Assessment ◽  
Grade Point ◽  
Student Academic Performance ◽  
Pearson Correlation Test ◽  
Assessment Of Clinical Performance

Background: Student self-assessment is viewed as an important tool in medical education. We sought to identify the relationship between student academic performance and third-year clinical performance self-assessment. No such study exists in podiatric medical education. Methods: Third-year podiatric medical students from the classes of 2012 through 2014 completed a self-assessment of their performance for each of five broad clinical podiatric medical domains (Professionalism, Medicine, Radiology, Surgery, and Biomechanics/Orthopedics). The assessment was completed after students finished the first 12 weeks of their third-year clinical rotations (PRE) and a second time at the conclusion of the third year (POST). The mean self-assessment score for PRE and POST surveys for all combined domains was determined for each student. This mean was compared with the student's 3-year cumulative grade point average (GPA). Students' clinical experiences for the year were essentially identical. Results: No statistically significant correlation was identified between cumulative GPA and the PRE and POST clinical self-assessments or with the change between PRE and POST assessments based on the Pearson correlation test for each class separately or on the pooled data. Conclusions: Published studies in allopathic medical education have shown that students with lower GPAs tend to rate their clinical performance higher in initial clinical performance self-assessment. Our results show that student academic performance was not correlated with clinical performance self-assessment. These findings may be due to the explicit description of successful clinical competency completion, the orientation students receive before the start of clinical training, and the continuous feedback received from clinical preceptors.

Relationship Between Student Academic and Clinical Performance in Podiatric Medical Education at Des Moines University

2012 ◽  
Vol 102 (4) ◽  
pp. 314-318
Author(s):  
Robert M. Yoho ◽  
Valerie Tallerico ◽  
Vassilios Vardaxis
Keyword(s):  
Medical Education ◽  
Academic Performance ◽  
Clinical Performance ◽  
Grade Point Averages ◽  
Grade Point ◽  
Pooled Data ◽  
Des Moines ◽  
Academic Records ◽  
Admissions Process ◽  
The Relationship

Background: This study was performed to determine whether a relationship exists regarding academic achievement between years 1 and 2 of podiatric medical education at Des Moines University. Furthermore, this study evaluates the relationship between academic performance in the first 2 years and clinical performance in year 3. Methods: The academic records of four classes (2007–2010, N = 164) were examined for grade point averages and clinical performance scores using pairwise Pearson product moment correlations. Results: Significant high correlations existed in academic performance scores between year 1 and year 2 for individual classes and pooled data. Significant low to moderate correlations were found between academic performance and clinical performance scores for individual classes and pooled data. Conclusions: These results help define the relationship between student academic and clinical performance for podiatric medicine students at Des Moines University and suggest that nonacademic characteristics may play a pivotal role in clinical abilities. These characteristics need to be further identified and developed in the academic curriculum. There may be attributes identified that also benefit the admissions process. (J Am Podiatr Med Assoc 102(4): 314-318, 2012)

scholarly journals Identifying leadership in medical trainees: valuation of a competency-based approach

BMJ Leader ◽  
2021 ◽  
pp. leader-2020-000402
Author(s):  
Samantha K. Jones ◽  
Ka Hong Chan ◽  
Joshua S. Bourdage ◽  
Aleem Bharwani
Keyword(s):  
Clinical Performance ◽  
Medical Professional ◽  
Assessment Tools ◽  
Performance Evaluations ◽  
Positive Leadership ◽  
Medical Trainees ◽  
Long Form ◽  
Competency Based ◽  
Perceptions Of Leadership ◽  
Negative Leadership

BackgroundAs medical professional roles diversify, it is essential to understand what makes effective medical leaders. This study develops and validates a medical leadership competency framework that can be used to develop and evaluate leaders across all levels of medical organisations.MethodIn Phase One, the authors derived desired leadership traits and behaviours in the medical context from a panel of subject matter experts (SMEs). Traits and behaviours were then combined into multifaceted competencies which were ranked and further refined through evaluation with additional SMEs. In Phase Two, the final seven competencies were evaluated with 181 medical trainees and 167 supervisors between 2017 and 2018 to determine the validity of rapid-form and long-form leadership assessments of medical trainees. Self and supervisor reports of the seven competencies were compared with validated trait and leadership behaviour measures as well as clinical performance evaluations.ResultsThe final seven leadership competencies were: Ethical and Social Responsibility, Civility, Self-Leadership, Team Management, Vision and Strategy, Creativity and Innovation, and Communication and Interpersonal Influence. Results demonstrate initial validity for rapid-form and long-form leadership evaluations; however, perceptions of good leadership may differ between trainees and supervisors. Further, negative leadership behaviours (eg, incivility) are generally not punished by supervisors and some positive leadership behaviours (eg, ethical leadership) were associated with poor leadership and clinical performance evaluations by supervisors. Supervisor perceptions of leadership were significantly driven by trainee scores on social boldness (a facet of extraversion).ConclusionsA multicompetency framework effectively evaluates leadership in medicine. To more effectively reinforcepositive leadership behaviours and discourage negative leadership behaviours in medical students and resident physicians, we recommend that medical educators:: (1) Use validated frameworks to build leadership curriculum and evaluations. (2) Use short-term and long-term assessment tools. (3) Teach assessors how to evaluate leaders and encourage positive leadership behaviours early in training.

scholarly journals Assessing Residents' Competency at Baseline: How Much Does the Medical School Matter?

2017 ◽  
Vol 9 (5) ◽  
pp. 616-621 ◽  
Author(s):  
Nathan S. Gollehon ◽  
R. Brent Stansfield ◽  
Larry D. Gruppen ◽  
Lisa Colletti ◽  
Hilary Haftel ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Health System ◽  
Undergraduate Medical Education ◽  
Clinical Performance ◽  
Data Gathering ◽  
Performance Data ◽  
Practical Significance ◽  
University Of Michigan ◽  
The University

ABSTRACT Background  Although there is some consensus about the competencies needed to enter residency, the actual skills of graduating medical students may not meet expectations. In addition, little is known about the association between undergraduate medical education and clinical performance at entry into and during residency. Objective  We explored the association between medical school of origin and clinical performance using a multi-station objective structured clinical examination for incoming residents at the University of Michigan Health System. Methods  Prior to assuming clinical duties, all first-year residents at the University of Michigan Health System participate in the Postgraduate Orientation Assessment (POA). This assesses competencies needed during the first months of residency. Performance data for 1795 residents were collected between 2002 and 2012. We estimated POA variance by medical school using linear mixed models. Results  Medical school predicted the following amounts of variance in performance—data gathering scores: 1.67% (95% confidence interval [CI] 0.36–2.93); assessment scores: 4.93% (95% CI 1.84–6.00); teamwork scores: 0.80% (95% CI 0.00–1.82); communication scores: 2.37% (95% CI 0.66–3.83); and overall POA scores: 4.19% (95% CI 1.59–5.35). Conclusions  The results show that residents' medical school of origin is weakly associated with clinical competency, highlighting a potential source of variability in undergraduate medical education. The practical significance of these findings needs further evaluation.

scholarly journals Clinical Performance Evaluations of Third-Year Medical Students and Association With Student and Evaluator Gender

2017 ◽  
Vol 92 (6) ◽  
pp. 835-840 ◽  
Author(s):  
Alison Riese ◽  
Leah Rappaport ◽  
Brian Alverson ◽  
Sangshin Park ◽  
Randal M. Rockney
Keyword(s):  
Medical Students ◽  
Clinical Performance ◽  
Performance Evaluations
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