Accuracy of second-year medical students?? self-assessment of clinical skills

Introduction: With the COVID-19 pandemic, Singapore underwent a national lockdown in which most organisations, including schools were closed. Halting face-to-face tutorials resulting in decreased clinical contact for medical students. Prior to the pandemic, we had developed the Virtual Integrated Patient (VIP). Equipped with conversational technology, it provides students online practice in various clinical skills such as history-taking, physical examination and investigations. The aim of this paper is to describe the supplementary use of VIP in the second-year class, in which a pilot study was conducted. Methods: The VIP platform was introduced to the cohort and used to supplement the teaching of history-taking in the “Communication with Patients” (CWP) module for second-year students. Traditionally, CWP tutorials involve face-to-face history-taking from standardised patients (SPs). Students, who consented to participating in the trial, had an additional 3 weeks’ access to VIP to practice their history-taking skills. They completed a survey on their user experience and satisfaction at the end of the 3 weeks. Results: Out of the 106 participants, 87% strongly agreed or agreed that using VIP helped in remembering the content while 69% of them felt that VIP increased their confidence and competence in history-taking. Conclusion: VIP was well-received by students and showed promise as a tool to supplement history-taking tutorials, prior to students’ encounter with SPs and real patients. Hence, this trend showed its potential as an alternative when clinical rotations were delayed or cancelled. Further research can be done to evaluate its effectiveness in this context.

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Peers United in Leadership & Skills Enhancement (PULSE): A near peer mentoring program for medical students

Canadian Medical Education Journal ◽

10.36834/cmej.69920 ◽

2020 ◽

Author(s):

Adam Neufeld ◽

Zachary Huschi ◽

Amanda Ames ◽

Greg Malin ◽

Meredith McKague ◽

...

Keyword(s):

Medical Students ◽

Learning Environments ◽

Peer Mentoring ◽

Clinical Skills ◽

Leadership Skills ◽

Skills Development ◽

Structured Learning ◽

First Year ◽

Mentoring Program ◽

Second Year

Implication Statement We created a near peer mentoring program in pre-clerkship, which gave medical students the opportunity to work together, teach others, and practice their clinical skills. It uniquely connects first year “learner-mentees” and second year “instructor-mentors” in semi-structured learning environments, from October to April. Beyond supporting intrinsic motivation, skills development, and collaboration, students gained experience in teaching; an important skill for physicians.

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AP078 Ready for the emergency? Experiences and self-assessment of first-and second-year medical students at the University of Heidelberg

Resuscitation ◽

10.1016/s0300-9572(11)70110-1 ◽

2011 ◽

Vol 82 ◽

pp. S27

Author(s):

Jan Stiepak ◽

Kerstin Schwöbel ◽

Dirk Lossnitzer ◽

Hugo Katus ◽

Michael Preusch

Keyword(s):

Medical Students ◽

Self Assessment ◽

Second Year ◽

The University

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The Flipped Classroom: An Innovative Approach to Medical Education in Ophthalmology

Journal of Academic Ophthalmology ◽

10.1055/s-0040-1713681 ◽

2020 ◽

Vol 12 (02) ◽

pp. e96-e103

Author(s):

Chris R. Alabiad ◽

Kevin J. Moore ◽

David P. Green ◽

Matthew Kofoed ◽

Alex J. Mechaber ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Flipped Classroom ◽

Group Discussions ◽

Self Assessment ◽

Final Exam ◽

School Of Medicine ◽

Small Group Discussions ◽

Second Year ◽

The University

Abstract Objective The aim of the study is to report the creation of a flipped ophthalmology course and preclinical medical student perceptions and knowledge gains before and after a flipped ophthalmology course. Design The form of the study discussed is an observational study. Subjects The subjects involved in the study are second-year (U.S.) United States medical students at the University of Miami, Miller School of Medicine (n = 401). Methods Second-year medical students participated in a 1-week “flipped classroom” ophthalmology course geared toward primary care providers at the University of Miami, Miller School of Medicine. Eleven hours of traditional classroom lectures were condensed into 4.5 hours of short videos with self-assessment quizzes, small group discussions, and a large group case-based discussion. Fifty-seven short videos (<9 minutes) focused on major ophthalmology topics and common conditions were viewed by the students at their leisure. Students completed a pre- and post-course evaluation on their perceptions and opinions of the flipped classroom approach. Final exam scores in the flipped classroom cohort were compared with the final exam scores in the traditional didactic format used in years prior. Main Outcome Measures The main outcome measures include: student final exam performance; student satisfaction, opinions, and perceptions. Results Over the course of 2 years, 401 second-year U.S. medical students participated in the flipped classroom ophthalmology course. The majority of students enjoyed the flipped classroom experience (75.3%) and expressed interest in using the approach for future lessons (74.6%). The flipped classroom videos were preferred to live lectures (61.2%). Over 90% of students stated the self-assessment quizzes were useful, 79% reported that the small group discussions were an effective way to apply knowledge, and 76% cited the large group case-based discussion as useful. Pre-course knowledge assessment scores averaged 48%. Final examination scores in the flipped group (average ± standard deviation [SD] = 92.1% ± 6.1) were comparable to that of the traditional group when evaluating identical questions (average ± SD = 91.7% ± 5.54), p = 0.34. Conclusion The flipped classroom approach proved to be a well-received and successful approach to preclinical medical education for ophthalmology. This was achieved using 35% less course time than our traditional course. This innovative approach has potential for expansion to other medical schools, medical education abroad, and for other medical school modules.

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Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study

BMC Medical Education ◽

10.1186/s12909-020-02445-2 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Bita Shahrvini ◽

Sally L. Baxter ◽

Charles S. Coffey ◽

Bridget V. MacDonald ◽

Lina Lander

Keyword(s):

Medical Students ◽

Clinical Skills ◽

The United States ◽

Living Environment ◽

Learning Material ◽

Quality Of Instruction ◽

Skills Laboratory ◽

Second Year ◽

Remote Learning

Abstract Background The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development. Methods A survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content. Results Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning. Conclusions Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.

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221 EVALUATING THE EFFECTIVENESS OF A CLINICAL SKILLS LABORATORY FOR FIRST AND SECOND YEAR MEDICAL STUDENTS.

Journal of Investigative Medicine ◽

10.1136/jim-52-suppl1-774 ◽

2004 ◽

Vol 52 (Suppl 1) ◽

pp. S296.4-S296

Author(s):

S Chauvin ◽

D Lofaso ◽

P DeBlieux ◽

T Yang ◽

R DiCarlo ◽

...

Keyword(s):

Medical Students ◽

Clinical Skills ◽

Skills Laboratory ◽

Second Year

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Student’s Self-Assessment Regarding the Clinical Skills in Forensic Medicine

Budapest International Research in Exact Sciences (BirEx) Journal ◽

10.33258/birex.v2i2.984 ◽

2020 ◽

Vol 2 (2) ◽

pp. 241-247

Author(s):

Taufik Suryadi ◽

Kulsum Kulsum

Keyword(s):

Medical Students ◽

Forensic Medicine ◽

Learning Process ◽

Evaluation System ◽

Clinical Skills ◽

Clinical Rotation ◽

Preliminary Survey ◽

Questionnaire Data ◽

Self Assessment ◽

Banda Aceh

In the learning process in forensic medicine clinical rotation, a measurable and standardized evaluation system is needed. The preliminary survey is undertaken to assess the ability of the student in clinical skills in rotation of forensic medicine. This survey was carry out in the Faculty of Medicine, Universitas Syiah Kuala, Banda Aceh, Indonesia. The instrument used in this study was a questionnaire. Data was analyzed is done manually. As many as 81 medical students were included in the survey (20 male and 61 female). The average student score is based on survey 3.40, while the average academic value was given by the lecturer is 3.49. The survey was invalid with sensitivity 0.519, and specificity 0.593 (value<0,6). In this survey, found the validity of student self-assessment not valid in determining the ability of clinical skills, it is influenced by several factors of objectivity and subjectivity of assessment both in terms of students and lecturers. In general, student’s clinical skills in accordance with the achievement of competency in clinical rotation of forensic medicine.

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Self-Assessment Video: An Effective Supplementary Learning Tool in the Development of Cardiovascular Examination Skills of Medical Students

Journal of Medicine, University of Santo Tomas ◽

10.35460/2546-1621.2020-0023 ◽

2021 ◽

Vol 5 (1) ◽

pp. 572-585

Author(s):

Melvin Remulla Marcial

Keyword(s):

Medical Students ◽

Repeated Measures ◽

Teaching And Learning ◽

Control Group ◽

Evaluation Tool ◽

Learning Tool ◽

Self Assessment ◽

Self Evaluation ◽

Second Year ◽

Experimental Group

Background: Self-evaluation can augment the facilitation of acquiring knowledge, skills and attitude through a reflective method. Self-assessment video (SAV) can be a very useful reflective method tool that is student-centered and self-directed. Objective: This study aimed to identify if SAV is an effective supplementary learning tool in improving cardiovascular examination knowledge, skills and attitude of second year medical students. Methodology: A quasi-experimental two-group design with pre- and post-test was used. The study population by convenience sampling involved second year medical students of the University of Santo Tomas Faculty of Medicine and Surgery. A structured direct observation checklist on cardiovascular precordial examination was used, done on two occasions in a week interval period. The said examinations were recorded in a video and evaluated and scored by two independent facilitators on these two occasions. The experimental group had the opportunity to review their videos immediately after the two examinations and accomplished self-assessment form. One-Way Repeated Measures Multivariate Analysis of Variance (One-Way RM-MANOVA), a parametric multivariate test for between- and within-group comparison of multiple dependent variables was used. Results: It showed that there was a significant improvement in all parameters measured after the intervention (SAV in the experimental group compared to the control group). Conclusion: The study showed that SAV is an effective supplementary learning tool in cardiovascular examination attitude, knowledge, and skills, and can be a very useful teaching and learning self-evaluation tool. Key words: Self-Assessment Video, Reflective Learning, Self-Directed Learning, Learning Tools, Evaluation Tools.

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Psychiatry

10.1093/med/9780199326075.001.0001 ◽

2014 ◽

Keyword(s):

Medical Students ◽

Psychiatric Illness ◽

Psychiatry Clerkship ◽

Clinical Skills ◽

Relevant Information ◽

Dsm 5 ◽

Exam Preparation ◽

Second Year ◽

Interviewing Techniques

Fully updated for DSM-5 and designed specifically for medical students, as well as other trainees in the health professions, the third edition of Psychiatry is a dynamic introductory resource in psychiatry. Ideally suited for first and second year medical students during their psychopathology course and third year medical students during their psychiatry clerkship, the material is presented in a clear, concise, and practical manner perfect for exam preparation. The authors provide a thorough yet concise introduction to clinical psychiatry, focusing on basic clinical skills like recognition and assessment of psychiatric illness. Clinically relevant information is emphasized, including practical interviewing techniques. It uses case studies, DSM-5 guidelines, and extensive tables to act as a comprehensive guide for the busy medical student studying for exams. In response to DSM-5, this new edition has been reorganised and fully updated to include the new disorders and classification of psychiatric illness.

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