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

Objective. To determine whether multiple and diverse clinical settings and resources in a pediatric clerkship result in satisfactory performance by medical students and affect their choice of a pediatric residency after graduation. Design. Retrospective study 1985 through 1990. Setting. Medical students in a pediatric clerkship in a medical school that is part of a land grant university where the clinical curriculum is conducted in six geographically distinct communities. Main outcome measure. (1) Three performance criteria including: multiple choice final examination score, clinical performance evaluations by preceptors, and formal evaluation of patient written records. (2) Students matching with a pediatric or combined internal medicine/pediatric residency. Results. Of 499 students 92.8% successfully passed all three criteria with no statistically significant differences between communities. A smaller percentage of students (15.2%) (community range, 6 to 18.5%) entered straight or combined pediatric residencies, whether or not a pediatric residency was present in the community. Conclusions. Medical students can achieve satisfactory competency in pediatric clerkships offered in diverse clinical settings, and choose pediatric residency training whether or not they are exposed to a pediatric residency during their clerkship. A problem-based learning curriculum does not hinder selecting pediatrics as a career choice.

Download Full-text

Correlations between Medical Students’ Self Assessment of Communication Skills and Patient-Physician Interaction Assessed by Standardized Patients in Clinical Performance Examination

International Journal of Bio-Science and Bio-Technology ◽

10.14257/ijbsbt.2015.7.3.01 ◽

2015 ◽

Vol 7 (3) ◽

pp. 1-8 ◽

Cited By ~ 1

Author(s):

Seieun Oh ◽

Woo Jeong Kim ◽

Min Young Kim

Keyword(s):

Medical Students ◽

Communication Skills ◽

Clinical Performance ◽

Standardized Patients ◽

Self Assessment ◽

Performance Examination

Download Full-text

The differences in self-efficacy in clinical performance between medical students and residents

Korean Journal of Medical Education ◽

10.3946/kjme.2015.27.3.221 ◽

2015 ◽

Vol 27 (3) ◽

pp. 221-225 ◽

Cited By ~ 3

Author(s):

Hyo Hyun Yoo ◽

Kwi Hwa Park

Keyword(s):

Medical Students ◽

Self Efficacy ◽

Clinical Performance

Download Full-text

Obstetric Safety: The Security Apparatus Enhanced the Self-Efficiency of Medical Students in Vaginal Birth Practice in a Simulation Trial

Global Journal of Health Science ◽

10.5539/gjhs.v12n8p176 ◽

2020 ◽

Vol 12 (8) ◽

pp. 176

Author(s):

Kitti Krungkraipetch

Keyword(s):

Medical Students ◽

Clinical Performance ◽

Vaginal Birth ◽

The Self ◽

Intervention Trial ◽

Safety Equipment ◽

Safety Device ◽

Self Confidence ◽

Confidence Assessment ◽

Set Up

Currently, the safety of patients is an integral part of clinical practice, especially within medical schools. The safety device and the environment had to be concerned when medical education modules were set up. One of the most worriers in obstetrical practice among undergraduates was vaginal birth training. The inadequate safety instrument in training made students loss of their self-reliance and competence. This study aimed to test the effect of a new safety apparatus on the self-confidence and clinical performance of undergraduates on vaginal birth training. The medical students were randomized to this sample and split into two groups for two vaginal birth simulation stations; convention and intervention. The participants’ self-confidence assessment was carried out at the end of trial. In addition, clinical performance ratings on vaginal birth simulation were analyzed by experts during the experiments. There was 40 medical students attended to this trial and found a significant statistical increment in GSE and CPAT scores in the intervention trial. All volunteers were satisfied with the new safety equipment and more confident to taking care of mothers in vaginal birth practices. We concluded that this innovation could boost the confidence of medical students in vaginal birth practices and increase their clinical performance in simulation. However, it needs to be checked again in the workplace.

Download Full-text

Effects of high-fidelity simulation education on medical students’ anxiety and confidence

PLoS ONE ◽

10.1371/journal.pone.0251078 ◽

2021 ◽

Vol 16 (5) ◽

pp. e0251078

Author(s):

Ji Hye Yu ◽

Hye Jin Chang ◽

Soon Sun Kim ◽

Ji Eun Park ◽

Wou Young Chung ◽

...

Keyword(s):

Clinical Practice ◽

Medical Students ◽

Patient Care ◽

Clinical Setting ◽

Clinical Performance ◽

High Fidelity ◽

High Fidelity Simulation ◽

Simulation Education ◽

Before And After ◽

Care Situation

Introduction Psychological factors such as anxiety and confidence that students have in the patient care situation are important in that this affects the actual clinical performance. Students who are just starting clinical practice have a lack of clinical knowledge, skill proficiency, and patient communication skills, so they experience anxiety and lack of confidence in clinical setting. Practice in a safe environment, such as simulation education, can help students perform more settled and competently in patient care. The purpose of this study was to analyze the effect of high-fidelity simulation experience on anxiety and confidence in medical students. Materials and methods This study enrolled 37 5th-year students at Ajou University School of Medicine in 2020. Two simulation trainings were implemented, and a survey was conducted to measure students’ level of anxiety and confidence before and after each simulation. Based on the research data, a paired t-test was conducted to compare these variables before and after the simulation, and whether this was their first or second simulation experience. Results Students had a significantly lower level of anxiety and a significantly higher level of confidence after the simulation than before. In addition, after one simulation experience, students had less anxiety and more confidence before the second simulation compared to those without simulation experience. Conclusions We confirmed that medical students need to be repeatedly exposed to simulation education experiences in order to have a sense of psychological stability and to competently deliver medical treatment in a clinical setting. There is a practical limitation in that medical students do not have enough opportunities to meet the patients during clinical practice in hospitals. Therefore, in order to produce excellent doctors, students should have the expanded opportunities to experience simulation education so they can experience real-world medical conditions.

Download Full-text

Interviewing and Examination Skills in Paediatric Medicine: Videotape Analysis of Student and Consultant Performance

Journal of the Royal Society of Medicine ◽

10.1177/014107688708000304 ◽

1987 ◽

Vol 80 (3) ◽

pp. 138-142 ◽

Cited By ~ 7

Author(s):

Samuel Menahem

Keyword(s):

Medical Students ◽

Great Proportion ◽

Clinical Teaching ◽

Clinical Performance ◽

Patient Encounter ◽

Paediatric Medicine ◽

General Improvement ◽

Videotape Analysis

Taking an adequate history and competently examining a patient remain essential prerequisites for making a diagnosis. Four 5th year medical students who had completed 18 months of clinical teaching were assessed at the start and end of their ten-week paediatric term and compared with 4 experienced consultants. A videorecording was made of each patient encounter. The students’ history was often incomplete, at times inaccurate and imprecise, despite earlier provision of a framework to obtain the necessary information. The students spent a great proportion of their time examining the child, yet their findings were questionable particularly if the child was uncooperative. The second recording made at the end of the student's paediatric term revealed a general improvement in their confidence and knowledge, though similar deficiencies were observed. The consultants, as expected, did better. They also showed a greater awareness of understanding the child within the context of his family. They spent more time interviewing the parent and child, offered a fuller explanation of the diagnosis and carefully reviewed the management. These findings further emphasize the need to improve and assess the clinical performance of students.

Download Full-text