scholarly journals Validation of a competence-based assessment of medical students’ performance in the physician’s role

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Sarah Prediger ◽  
Kristina Schick ◽  
Fabian Fincke ◽  
Sophie Fürstenberg ◽  
Viktor Oubaid ◽  
...  
Keyword(s):  
Medical Students ◽  
Convergent Validity ◽  
Medical Training ◽  
Assessment Instrument ◽  
Choice Test ◽  
Undergraduate Medical Students ◽  
Physician’S Role ◽  
Physician's Role ◽  
Gap Test ◽  
Assessment Format

Abstract Background Assessing competence of advanced undergraduate medical students based on performance in the clinical context is the ultimate, yet challenging goal for medical educators to provide constructive alignment between undergraduate medical training and professional work of physicians. Therefore, we designed and validated a performance-based 360-degree assessment for competences of advanced undergraduate medical students. Methods This study was conducted in three steps: 1) Ten facets of competence considered to be most important for beginning residents were determined by a ranking study with 102 internists and 100 surgeons. 2) Based on these facets of competence we developed a 360-degree assessment simulating a first day of residency. Advanced undergraduate medical students (year 5 and 6) participated in the physician’s role. Additionally knowledge was assessed by a multiple-choice test. The assessment was performed twice (t1 and t2) and included three phases: a consultation hour, a patient management phase, and a patient handover. Sixty-seven (t1) and eighty-nine (t2) undergraduate medical students participated. 3) The participants completed the Group Assessment of Performance (GAP)-test for flight school applicants to assess medical students‘ facets of competence in a non-medical context for validation purposes. We aimed to provide a validity argument for our newly designed assessment based on Messick’s six aspects of validation: (1) content validity, (2) substantive/cognitive validity, (3) structural validity, (4) generalizability, (5) external validity, and (6) consequential validity. Results Our assessment proved to be well operationalised to enable undergraduate medical students to show their competences in performance on the higher levels of Bloom’s taxonomy. Its generalisability was underscored by its authenticity in respect of workplace reality and its underlying facets of competence relevant for beginning residents. The moderate concordance with facets of competence of the validated GAP-test provides arguments of convergent validity for our assessment. Since five aspects of Messick’s validation approach could be defended, our competence-based 360-degree assessment format shows good arguments for its validity. Conclusion According to these validation arguments, our assessment instrument seems to be a good option to assess competence in advanced undergraduate medical students in a summative or formative way. Developments towards assessment of postgraduate medical trainees should be explored.

scholarly journals Medical Students’ Perceptions of the Physician’s Role in Not Allowing Them to Perform Gynecological Examinations

2014 ◽  
Vol 89 (1) ◽  
pp. 77-83 ◽  
Author(s):  
Loes C.G. van den Einden ◽  
Mieke G.J. te Kolste ◽  
A.L.M. Lagro-Janssen ◽  
Lenno Dukel
Keyword(s):  
Medical Students ◽  
Physician’S Role ◽  
Physician's Role

scholarly journals Children in Situation of Intra-Family Violence: Concepts, Personal Experiences and Feelings of Undergraduate Medical Students

2020 ◽  
Vol 44 (1) ◽  
Author(s):  
Nilma Lazara de Almeida Cruz Santos ◽  
Isabel Maria Sampaio Oliveira Lima ◽  
Rosely Cabral de Carvalho
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Social Issues ◽  
The State ◽  
Subjective Perception ◽  
Undergraduate Medical Students ◽  
Medical Undergraduate ◽  
Personal Experiences ◽  
The Subject ◽  
Different Dimensions

ABSTRACT: Introduction: The objective of the study was to learn about the concepts of violence among medical undergraduate students in the state of Bahia, their personal experiences with the phenomenon and advice regarding case referral. Method: a qualitative research was carried out with 20 undergraduate medical students from public institutions in the state of Bahia. The data were collected via the web through an electronic file made available by Google Forms. The students were informed about the page address through an e-mail. Results: Most of the students said that the topic of “Violence against Children” was addressed during their undergraduate years. Shared conceptions by most of the students on the subject are related to the definitions of violence as physical injuries inflicted on the victims, but broader definitions of social and subjective perception, encompassing different dimensions of the phenomenon were also identified. The most frequently cited feelings experienced in situations of violence were the following: helplessness, fear, sadness, unpreparedness, compassion, empathy, anger and rage. The difficulties that the students encountered in approaching the victims of violence stem from the lack of preparation in the training and from the positions related to the physicians themselves, such as fear of involvement and accountability. The inherent characteristics of children and distrust in protective services were also mentioned. Conclusion: Although the students reported having contact with the topic during graduation, most of them evaluated the training as insufficient. The lack of professional preparation to approach the medical-social issues, such as violence, has been partially attributed to the biologicist bias of the medical training. In this sense, we highlight the understanding of violence as an essentially social and historical phenomenon, to the detriment of the different dimensions of the illness that imply in the health-disease process. From this perspective, this bias obscure the recognition of the different manifestations of violence as objects of healthcare work, suggesting a need for a broader approach in medical education, which can help to contemplate the complexity of the subject.

scholarly journals Student selected components as an educational platform for teaching medical students about clinical pharmacology and quality improvement activities

2021 ◽  
Vol 10 (3) ◽  
pp. 309
Author(s):  
Olayinka A. Ogundipe
Keyword(s):  
Clinical Pharmacology ◽  
Quality Improvement ◽  
Medical Students ◽  
Medical Training ◽  
The Elderly ◽  
Undergraduate Medical Students ◽  
Educational Value ◽  
Medical Undergraduate ◽  
Key Driver ◽  
Medical Undergraduate Education

Student selected components (SSCs) are increasingly described elements of medical undergraduate education, training and curricula. SSCs offer the potential for integration into both traditional (‘pre-clinical’ versus ‘clinical’) medical curricula, as well as into other innovative or evolving medical training curricula. This article employs a structured and descriptive approach to exemplify the process by which year 1 medical students were supported in a practical manner to undertake a distinct small group SSC project. In this illustration, the SSC was focused on a quality improvement (QI) topic of relevance to clinical pharmacology and therapeutics (CPT), and involved a review of the anticholinergic burden of inpatient prescriptions for a defined cohort. The SSC was completed in the context of a teaching hospital’s medicine of the elderly (MoE) clinical service. In a sequential manner, the paper describes experiential learning points from the perspective of a supervisor of an SSC project. The paper offers educational value with a potential for generalisable application to non-clinical and clinical educationalists. Furthermore, the paper offers guidance to supervisors, teachers, tutors and facilitators, with encouragement to consider how they may design similar projects for the training of undergraduate medical students in centres that they are affiliated with. The paper also highlights another key driver for productive SSCs i.e. the central principle of striving to promote projects and activities that support active student engagement, rather than merely passive inclusion.

scholarly journals Attitude and knowledge of medical students about organ donation – training needs identified from a Canadian survey

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Philippe Robert ◽  
Félix Bégin ◽  
Sasha Ménard-Castonguay ◽  
Anne-Julie Frenette ◽  
Hector Quiroz-Martinez ◽  
...  
Keyword(s):  
Medical Students ◽  
Organ Donation ◽  
Online Survey ◽  
Medical Training ◽  
Knowledge Score ◽  
Undergraduate Medical Students ◽  
Formal Curriculum ◽  
Total Knowledge Score ◽  
Knowledge And Attitude ◽  
Junior Students

Abstract Background Appropriate training of health professionals has been recommended to increase organ donation rates. Some studies have shown insufficient knowledge among medical students. This survey aims to describe their knowledge and attitude toward organ donation (OD). Method We designed, pre-tested and conducted an online survey of all undergraduate medical students from Montreal, Laval and Sherbrooke universities in 2016–2017. Multivariate linear regression identified factors associated with a better knowledge score. Results Twenty-two percent (750/3344) of students completed the survey. Ninety-one percent of students adequately knew that neurological death is irreversible; 76% acknowledged that someone could be neurologically deceased while his heart is still beating; 69% were not aware of circulatory determination of death. For only one knowledge item, senior students had a better answer than junior students. Total knowledge score was associated with exposure to OD during medical studies and comfort in answering patients’ questions about OD (p < 0,001). Regarding attitude, 96% of respondents wished to become organ donors after death and 92% supported OD training during their medical training. Conclusion Despite a favourable attitude, medical students have limited knowledge of OD. Findings suggest the need for a formal curriculum about OD, as students expressed.

scholarly journals The Training of Undergraduate Medical Students in General Medical Practice and Primary Health Care: A Scoping Review

2021 ◽  
Vol 14 (1) ◽  
pp. 555-570
Author(s):  
Langalibalele Honey Mabuza ◽  
Gabriel Gyang Darong ◽  
Sbongile Joyce Makhudu ◽  
Roisin E. Drysdale ◽  
Mosa Moshabela
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Medical Students ◽  
Medical Practice ◽  
Scoping Review ◽  
Medical Training ◽  
Undergraduate Medical Students ◽  
General Medical Practice ◽  
Primary Health ◽  
Pedagogical Approaches

Background: Undergraduate medical students are trained to acquire a general medical practice overview on qualifying. This training forms a foundation for primary health care service or further training towards a specialty of choice. Objective: The aim of the study was to determine the scope of published scientific literature on the training of undergraduate medical students in “general medical practice” and “primary health care,” exploring how these two concepts are understood, the pedagogical approaches employed by the trainers, the training platforms and the challenges encountered during the training. Methods: The review followed the five steps recommended by Arksey and O’Malley. Using the specified eligibility criteria, the research team systematically screened titles, abstracts, and full articles. Data were entered into Google Forms spreadsheets, which was followed by inductive data analysis of key themes. Results: 130 articles were eligible for inclusion in the study. Thematic analysis yielded eight themes: definition of “general medical practice” and “PHC”, pedagogical approaches (conventional, PBL, teams and CBME), training platforms (tertiary and rural), medical students’ trainers (faculty, GPs and patients), training content, trainers’ and trainees’ perceptions, and challenges encountered. Conclusion: This scoping review has revealed that general medical practice and primary health care are approaches to holistic patient care taught at undergraduate medical training. Primary health care and general medical training are mainly undertaken in GP practices and rural settings. Competency-based medical education is emerging as an appropriate pedagogical method towards ‘fit-for-purpose’ training. The inclusion of patients as trainers in general medical practice and primary health care is yielding positive results.

scholarly journals The development and validation of a questionnaire to explore medical students’ learning in a blended learning environment

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Rouba Ballouk ◽  
Victoria Mansour ◽  
Bronwen Dalziel ◽  
Iman Hegazi
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Blended Learning ◽  
Convergent Validity ◽  
Principal Component ◽  
Validity And Reliability ◽  
Undergraduate Medical Students ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha

Abstract Background A blended learning environment is multifaceted and widely used in medical education. However, there is no validated instrument for exploring students’ learning in a blended learning environment in medical programs. This study aimed to develop and validate an instrument for exploring how medical students learn in an undergraduate medical program that employs a blended learning approach. Method Using Artino’s seven step approach, we developed a questionnaire to investigate how medical students learn in a blended learning environment. For pilot testing, 120 students completed this 19-item questionnaire. These 19-items were evaluated for construct and convergent validity across an expert medical education panel. Further item testing was analysed with principal component analysis (PCA) with varimax rotation for item reduction and factor estimation. Hence, validity was thoroughly addressed to ensure the questionnaire was representative of the key focus questions. Cronbach’s Alpha was used for item reliability testing, and Spearman’s Rho was used for the correlation between the questionnaire items and the extensively used MSLQ. Hence, validity and reliability were systematically addressed. Results Exploratory Factor analysis identified four factors F1 and F3: Resources: Accessibility & Guidance (14-items), F2: Learning behaviours: Social and Contextual (5-items), and F4: Motivational factors: Intrinsic and Extrinsic Motivation (4-items). Internal consistency and reliability tests were satisfactory (Cronbach’s Alpha ranged from 0.764 to 0.770). Conclusions The resulting Blended Learning Questionnaire (BLQ) was determined to be a reliable instrument to explore undergraduate medical students’ learning in a blended learning environment.

scholarly journals An observational study on Awareness of Teratogenic drugs among Undergraduate Medical Students from two medical institutes of Central India

2021 ◽  
Vol 10 (10) ◽  
pp. 1181
Author(s):  
Devendra Singh Kushwah ◽  
Beenu Kushwah
Keyword(s):  
Medical Students ◽  
Observational Study ◽  
Medical Training ◽  
Central India ◽  
First Trimester ◽  
Early Years ◽  
Basic Knowledge ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Pregnant Females

Background: Teratogenicity caused by drugs can be avoided to major extent just by creating more awareness about rational use of drugs among treating doctors. Deleterious effects of a drug upon developing foetus are directly related with the stage of embryological development at the time of exposure. Attainment of right knowledge at right time about teratogenicity of a particular drug is very crucial which requires more awareness among general doctors in a country like India where most of the pregnant females are manged by these doctors only in peripheral regions. Present study was an observational study to assess basic knowledge of undergraduate medical students regarding teratogenicity in order to make necessary changes in existing mode of training of this particular topic.Methods: Present study was a questionnaire based cross sectional observational study to assess basic knowledge of undergraduate medical students regarding different aspects of teratogenicity. It included 250 students of two medical colleges of central India.Results: Out of 250 students 146 students reported on time. Maximum students (71%) were aware about the teratogenicity property of certain harmful drugs. Although 90% of students knew that early first trimester is the most susceptible time, only 21% could state the importance of doing counselling regarding use of drugs even before pregnancy.Conclusions: Based on the findings of present study it is obvious that more emphasis should be put on improving knowledge about teratogenic drugs during early years of medical training in order to bring about necessary changes in existing practices of treating doctors.

scholarly journals Assessing clinical reasoning in undergraduate medical students during history taking with an empirically derived scale for clinical reasoning indicators

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Sophie Fürstenberg ◽  
Tillmann Helm ◽  
Sarah Prediger ◽  
Martina Kadmon ◽  
Pascal O. Berberat ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Medical Training ◽  
Diagnostic Procedures ◽  
Daily Practice ◽  
Simulated Patients ◽  
Reasoning Ability ◽  
History Taking ◽  
Undergraduate Medical Students ◽  
Biomedical Knowledge

Abstract Background The clinical reasoning process, which requires biomedical knowledge, knowledge about problem-solving strategies, and knowledge about reasons for diagnostic procedures, is a key element of physicians’ daily practice but difficult to assess. The aim of this study was to empirically develop a Clinical Reasoning Indicators-History Taking-Scale (CRI-HT-S) and to assess the clinical reasoning ability of advanced medical students during a simulation involving history taking. Methods The Clinical Reasoning Indictors-History Taking-Scale (CRI-HT-S) including a 5-point Likert scale for assessment was designed from clinical reasoning indicators identified in a qualitative study in 2017. To assess indicators of clinical reasoning ability, 65 advanced medical students (semester 10, n = 25 versus final year, n = 40) from three medical schools participated in a 360-degree competence assessment in the role of beginning residents during a simulated first workday in hospital. This assessment included a consultation hour with five simulated patients which was videotaped. Videos of 325 patient consultations were assessed using the CRI-HT-S. A factor analysis was conducted and the students’ results were compared according to their advancement in undergraduate medical training. Results The clinical reasoning indicators of the CRI-HT-S loaded on three factors relevant for clinical reasoning: 1) focusing questions, 2) creating context, and 3) securing information. Students reached significantly different scores (p < .001) for the three factors (factor 1: 4.07 ± .47, factor 2: 3.72 ± .43, factor 3: 2.79 ± .83). Students in semester 10 reached significantly lower scores for factor 3 than students in their final year (p < .05). Conclusions The newly developed CRI-HT-S worked well for quantitative assessment of clinical reasoning indicators during history taking. Its three-factored structure helped to explore different aspects of clinical reasoning. Whether the CRI-HT-S has the potential to be used as a scale in objective structured clinical examinations (OCSEs) or in workplace-based assessments of clinical reasoning has to be investigated in further studies with larger student cohorts.

Sign in / Sign up

Export Citation Format

Share Document