scholarly journals Using peer role-playing to improve students’ clinical skills for musculoskeletal physical examinations

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Kazuyo Yamauchi ◽  
Yoko Hagiwara ◽  
Nahoko Iwakura ◽  
Saori Kubo ◽  
Azusa Sato ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Reasoning ◽  
Clinical Skills ◽  
Role Play ◽  
Role Playing ◽  
Control Group ◽  
Simulation Group ◽  
Physical Examinations ◽  
Simulation Programme

Abstract Background The traditional curriculum for medical students in Japan does not include sufficient opportunities for students to develop their skills for musculoskeletal (MSK) examination and clinical reasoning and diagnosis. Therefore, an effective programme is required to help medical students and residents improve their clinical skills in MSK. This paper aims to assess the clinical skills of medical students who have participated in a peer role-playing simulation programme using a mini clinical evaluation exercise (mini-CEX). Methods Participants were 90 female medical students who were completing their first orthopaedic clinical clerkship. They were divided into two groups. The simulation group participated in a role-play focussed on MSK cases as low-fidelity simulation, a structured debriefing with the course supervisor, and a self-reflection on Day 1 (n = 64). The control group did not participate in the role-play due to randomised clerkship schedules (n = 26). On Day 2 of the intervention, we observed and assessed all participants’ performances during MSK outpatient encounters using the mini-CEX. We compared the mini-CEX score between the simulation group and the control group; the Wilcoxon rank-sum test was used for statistical analysis. Results The mini-CEX scores for physical examination, clinical reasoning and diagnosis, and overall clinical competency were significantly higher in the simulation group than in the control group (p < .05, physical examination: p = .014, clinical reasoning: p = .042, overall: p = .016). These findings suggest that medical students who partake in a peer role-playing simulation programme could experience improved clinical skills for physical examination, clinical reasoning and diagnosis, and overall clinical competency in real-life MSK outpatient encounters. Conclusions Through a mini-CEX assessment, our findings indicate that medical students who participated in our peer role-playing simulation programme have improved clinical skills. Peer role-playing as a low-fidelity simulation and practical educational opportunity will enable educators to polish the competency of medical students in musculoskeletal physical examinations and clinical reasoning and diagnosis in a clinical setting.

scholarly journals Using peer role-playing to improve students’ clinical skills for musculoskeletal physical examinations

2020 ◽  
Author(s):  
Kazuyo Yamauchi ◽  
Yoko Hagiwara ◽  
Nahoko Iwakura ◽  
Saori Kubo ◽  
Azusa Sato ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Reasoning ◽  
Clinical Skills ◽  
Role Play ◽  
Role Playing ◽  
Simulation Program ◽  
Control Group ◽  
Clinical Competency ◽  
Simulation Group

Abstract Background: The traditional curriculum for medical students in Japan does not include sufficient opportunity for the students to develop their skills for musculoskeletal (MSK) examination and clinical reasoning and diagnosis. So, the effective program requires to help medical students and residents improve these clinical skills about MSK. Our purpose was to assess using mini-CEX that these clinical skills of medical students have experienced peer role-playing simulation program.Methods: Participants were 90 women medical students who were completing their first orthopaedic clinical clerkship, were allocated into two groups. The simulation group encountered with role-play for MSK cases as low fidelity simulation, and a structured debriefing with the course supervisor including self- reflection at Day 1 (n = 64). The control group did not participate in the role-play due to clerkship schedule randomized (n = 26). We observed and assessed all participants’ performance at outpatient encounter using the mini clinical evaluation exercise (mini-CEX) when all participant encountered the first visit MSK outpatient at Day 2, and compared mini-CEX score between the simulation group and the control group. A statistical method was used Wilcoxon rank-sum test.Results: The Physical examination, the Clinical reasoning and Diagnosis, and the Overall clinical competency of the mini-CEX scores were significant differences in the simulation group higher than in the control group (p < .05, Physical examination: p = .014, Clinical Reasoning: p = .042, Overall: p = .016). These finding suggests the possibility that our medical students who have experienced peer role-playing simulation program improved the clinical skills of physical examination, the clinical reasoning and diagnosis, and the Overall clinical competency on the real-life MSK outpatient encounters.Conclusions: We successfully capture to assess using mini-CEX that these clinical skills improving of medical students who have experienced peer role-playing simulation program. A peer role-playing as a low-fidelity simulation will enable to polish the competency of medical students a musculoskeletal physical examination, and a clinical reasoning and diagnosis in a clinical setting, as a practical educational opportunity.

scholarly journals Using Peer Role-playing to Improve Student Skills for Musculoskeletal Physical Examinations

2020 ◽  
Author(s):  
Kazuyo Yamauchi ◽  
Yoko Hagiwara ◽  
Nahoko Iwakura ◽  
Saori Kubo ◽  
Azusa Sato ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Role Play ◽  
Real Life ◽  
Role Playing ◽  
Musculoskeletal Symptoms ◽  
Traditional Curriculum ◽  
Self Reflection ◽  
Simulation Based ◽  
Simulation Group

Abstract The traditional curriculum for medical students in Japan does not include sufficient opportunity for the students to develop their skills for musculoskeletal examination and clinical reasoning and diagnosis. So, many residents report a lack of confidence in performing these tasks. Our aim was to assess the effectiveness of peer role-playing to improving these skills among 90 women medical students who were completing their first orthopaedic clinical clerkship. Participants were allocated into two groups. One group participated in role-play (the simulation group) and the other did not participate in role-play because of the clerkship schedule or almanac circumstance (the no-simulation group). This program consisted of two modules: the simulation-based module and the outpatient encounter module. Each module included two sessions. The simulation-based module had two parts: a structured encounter with role-play for musculoskeletal cases, and a structured debriefing with the course supervisor including self-reflection. The students’ performance was observed and assessed using the mini clinical evaluation exercise (mini-CEX) for musculoskeletal cases in the simulation-based module (Day1) and the outpatient encounter module (Day2). The simulation-based module increased the physical examination score on the mini-CEX because of the encounters with real-life patients with musculoskeletal symptoms. This result suggests that role-play as a peer enhancing simulation may help to improve the competency of medical students in performing a musculoskeletal physical examination in a clinical setting.

scholarly journals Peer assessment platform of clinical skills in undergraduate medical education

2019 ◽  
Vol 47 (11) ◽  
pp. 5526-5535 ◽  
Author(s):  
Liling Chen ◽  
Hong Chen ◽  
Di Xu ◽  
Yan Yang ◽  
Huiming Li ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Medicine ◽  
Clinical Skills ◽  
Peer Assessment ◽  
Control Group ◽  
Study Group ◽  
Study Objective ◽  
Assessment Scores ◽  
Year 2013

Objective The study objective was to enhance clinical skills among undergraduate students majoring in clinical medicine in performing physical examination by establishing a novel platform for peer assessment of clinical skills. Methods A total 126 Year 2012 students majoring in medicine and receiving traditional training were assigned to the control group, and 126 Year 2013 students receiving instruction via the peer assessment platform of clinical skills were allocated to the study group. Scores of the physical examination, paper exam, and peer assessment were compared using a t-test, and we performed linear correlation analysis of the data. Results Scores of the physical examination and peer assessment among Year 2013 students (the study group) were significantly higher than those in the control group. Paper exam scores in the study group were also significantly higher than those in the controls. The three assessment scores did not differ significantly according to sex. Conclusions The peer assessment platform can not only improve medical students’ skills and capabilities in physical examination, it can also enhance their theoretical knowledge of basic clinical principles. We determined that sex was not related to the assessment scores obtained by medical students.

scholarly journals Virtual patient simulation: Promotion of clinical reasoning abilities of medical students

2012 ◽  
pp. 518-527
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Health Care Professionals ◽  
Patient Simulation ◽  
Clinical Endocrinology ◽  
Virtual Patient ◽  
Control Group ◽  
Reasoning Abilities ◽  
Academic Level ◽  
Simulation Group

Objectives: Virtual patient simulation (VPS) is used in the education of health care professionals. This method brings an opportunity for the learner to examine necessary diagnostic and therapeutic skills. The aim of this study was to assess the efficacy of VPS on clinical reasoning abilities of medical students and to evaluate their attitude towards VPS in clinical endocrinology course in a teacher centered educational environment. Methods: Fifty-one medical students in their 6th academic year were simply randomized in two groups, the simulation and the control. The students in the simulation group were provided by an application which presented them virtual case scenarios on diagnosis and management of thyroid nodules and osteomalacia. All the students sat for a diagnostic test at the beginning and at the end of the course. The test comprised a series of essay questions matched for their academic level and closely related to the case scenarios. They were also asked to complete a questionnaire to assess their attitude towards the application. Results: Participants in both groups did not have any statistical differences in scientific background in basic sciences (P=0.672) and prior clinical examinations (P=0.376). At completion of the course the mean score of the students in the simulation group improved significantly compared to the students in the control group by 3.5 vs. 1.0 points (P=0.001). The students found the application worthful and showed a positive attitude towards it. Conclusions: Virtual patient simulation improved clinical reasoning abilities of medical students in the context of a traditional teaching/learning environment.

scholarly journals Evaluating the effectiveness of a single-day simulation-based program in psychiatry for medical students: a controlled study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nadia Younes ◽  
Anne Laure Delaunay ◽  
M. Roger ◽  
Pierre Serra ◽  
France Hirot ◽  
...  
Keyword(s):  
Medical Students ◽  
Factor Structure ◽  
Internal Consistency ◽  
Controlled Study ◽  
Simulated Patients ◽  
Control Group ◽  
Retest Reliability ◽  
Knowledge And Attitudes ◽  
Simulation Group ◽  
Test Retest Reliability

Abstract Background Training in psychiatry requires specific knowledge, attitudes, and skills that are obtainable by simulation, of which the use is only recent and still needs further development. Evidence is accumulating on its effectiveness but requires further validation for medical students. We aimed to evaluate the effectiveness of a single-day optional teaching program in psychiatry by simulation for medical students and validate a scale measuring Confidence in Psychiatric Clinical Skills (CPCQ), as part of the assessment. Methods This was a controlled study in a French University that compared (using paired-sample Student t-tests) knowledge and attitudes (university grades and CPCQ scores) before, just after teaching with simulated patients, and 2 months later. Satisfaction with the program (including the quality of the debriefing) was also investigated. The CPCQ scale was validated by assessing the factor structure, internal consistency, and test-retest reliability. Finally, a comparison was run with a control group who received the usual psychiatric instruction using covariance analyses. Results Twenty-four medical students were included in the simulation group and 76 in the control group. Just after the simulation, knowledge and attitudes increased significantly in the simulation group. Satisfaction with the training and debriefing was very high. The CPCQ scale showed good psychometric properties: a single-factor structure, acceptable internal consistency (α = 0.73 [0.65–0.85]), and good test-retest reliability (ICC = 0.71 [0.35–0.88]). Two months after the simulation, knowledge and attitudes were significantly higher in the simulation group than the control group, despite a lack of difference in knowledge before the simulation. Conclusions Adding a simulation program in psychiatry to the usual teaching improved the knowledge and confidence of medical students. The CPCQ scale could be used for the evaluation of educational programs.

THE EFFECT OF THE USE ROLE PLAYING O HAND-WASHING METHOD THROUGH THE REVIEW OF STUDENT KNOWLEDGE

2018 ◽  
Vol 10 (2) ◽  
pp. 58-71
Author(s):  
Solehudin Solehudin
Keyword(s):  
Role Play ◽  
Role Playing ◽  
T Test ◽  
Hand Washing ◽  
Control Group ◽  
Student Knowledge ◽  
The Right ◽  
Post Hoc ◽  
Test Result ◽  
Paired T Test

Handwashing with soap one of the Clean and Healthy Behavior. PHBS is also conducted in schools based on KMK No. 1429 / MENKES / SK / XII / 2006, and became one of the duties of the nurse as an extension worker. The success of counseling with the selection of appropriate methods. The methods used in SMP N 1 Gunung Putri are lecture methods, group discussions, and role play methods. Known data of sick students in 2015/2016, 143 times tifoid become first sequence with incidence 60 times (42%), ISPA 30 times (21%) and skin disease 20 times (14%). By hand washing is expected to reduce disease and can improve student health status. This study analyzes the influence of the use of role play method on hand washing properly viewed from the knowledge of students of class VII SMP N 1 Gunung Putri Bogor in 2016. This type of research is quantitative, quasi experimental design with nonequivalent control group design. By probability sampling technique, that is cluster random sampling. Respondents 50 (25 experiments and 25 controls). Data were obtained through pre and post test with questionnaire and hand washing practice. Statistical analysis used independent t-test, paired t-test, ANNOVA followed by post hoc scheffe. Independent t-test result result is sig.0.610 which means there is no difference between the two classes (equivalent). The result of paired t-test result is sig value in both classes <0.05 which means there is influence of knowledge. The result of post hoc scheffe on the correct knowledge and hand washing produced interaction by looking at significance and mean value ie A2B1 with sig. 0.31 and A2B2 with sig. 0.14 which are both role play classes. Mean A2B2 75.00 which means there is interaction influence so it can be concluded that Ha accepted that there is interaction influence the use of role play method on hand washing is correct in terms of student knowledge. This research is expected to contribute in providing reference in choosing the right method. As well as to wash the right hands become a habit and entrust to the respondents in order to improve the degree of health.

scholarly journals The reach of Spanish-language YouTube videos on physical examinations made by undergraduate medical students

2017 ◽  
Vol 14 ◽  
pp. 31 ◽  
Author(s):  
José M. Ramos-Rincón ◽  
Isabel Belinchón-Romero ◽  
Francisco Sánchez-Ferrer ◽  
Guillermo Martínez-de la Torre ◽  
Meggan Harris ◽  
...  
Keyword(s):  
Puerto Rico ◽  
Medical Students ◽  
Physical Examination ◽  
Performance Metrics ◽  
First Language ◽  
Spanish Language ◽  
Undergraduate Medical Students ◽  
Physical Examinations ◽  
Youtube Videos ◽  
The Mean

This study was conducted to evaluate the performance and reach of YouTube videos on physical examinations made by Spanish university students. We analyzed performance metrics for 4 videos on physical examinations in Spanish that were created by medical students at Miguel Hernández University (Elche, Spain) and are available on YouTube, on the following topics: the head and neck (7:30), the cardiovascular system (7:38), the respiratory system (13:54), and the abdomen (11:10). We used the Analytics application offered by the YouTube platform to analyze the reach of the videos from the upload date (February 17, 2015) to July 28, 2017 (2 years, 5 months, and 11 days). The total number of views, length of watch-time, and the mean view duration for the 4 videos were, respectively: 164,403 views (mean, 41,101 views; range, 12,389 to 94,573 views), 425,888 minutes (mean, 106,472 minutes; range, 37,889 to 172,840 minutes), and 2:56 minutes (range, 1:49 to 4:03 minutes). Mexico was the most frequent playback location, followed by Spain, Colombia, and Venezuela. Uruguay, Ecuador, Mexico, and Puerto Rico had the most views per 100,000 population. Spanish-language tutorials are an alternative tool for teaching physical examination skills to students whose first language is not English. The videos were especially popular in Uruguay, Ecuador, and Mexico.

scholarly journals The Effects of Electronic Feedback on Medical University Students’ Writing Performance

2021 ◽  
Vol 10 (4) ◽  
pp. 124
Author(s):  
Nooreen Noordin ◽  
Laleh Khojasteh
Keyword(s):  
Medical Students ◽  
University Students ◽  
Academic Writing ◽  
Clinical Skills ◽  
Control Group ◽  
Writing Performance ◽  
Electronic Feedback ◽  
Significant Difference ◽  
Post Test ◽  
Medical University

This study was designed to see whether electronic feedback positively affects medical students’ academic writing performance. Two groups of medical university students were randomly selected and participated in this study. In order to see whether the provision of electronic feedback for the compulsory academic writing course for medical students is effective, the researchers divided 50 medical students to the traditional (n=25) and intervention groups (n=25). Pre-test and post-test were conducted at the beginning and at the end of the semester. Electronic feedback was given to the medical students in the intervention group, while the medical students in the traditional group received the traditional pen and paper feedback. By comparing the scores of two written assignments at the beginning and the end of the semester, regarding the application of electronic feedback, the results showed that not only medical students’ overall writing performance improved after providing them electronic feedback, but every single writing component was also enhanced after the intervention. There was a significant difference in the post-test academic writing scores between the traditional and intervention groups (P < 0.001). This difference was not significant in our control group who was given pen-and-paper feedback. In terms of specific writing components, the most affected components in this approach were content followed by organization, language use, vocabulary, and sentence mechanics, respectively. Although this study focused on medical students’ academic writing ability and reported the effect of electronic feedback on medical students’ writing performance, electronic feedback can be equally beneficial for enhancing student-practitioners’ practical clinical skills.

scholarly journals Pengaruh Buku Modul Praktik Clinical Skill Terhadap Kemampuan Mahasiswa Keperawatan Dalam Melakukan Pemeriksaan Fisik Dada

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Fajar Agung Nugroho ◽  
Dadi Santoso ◽  
Wuri Utami
Keyword(s):  
Treatment Group ◽  
Nursing Student ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Control Group ◽  
Group Recommendation ◽  
Physical Assessment ◽  
Physical Examinations ◽  
Nurse Assessment ◽  
And Control

Background: the competencies that must be possessed by a nursing student when they practice on the clinics or hospital, they must be able to carry out about physical examinations, determine nursing diagnoses, plan, implement, and evaluate nursing actions.Purpose: to know the effect of the clinical skills practice module on the nursing student’s ability in a chest physical examinationMethod: this research used True Experimental in the form of Posttest Only Control Design. Using two groups selected randomly into the control and treatment group. Where the control group will be given a conventional method and treatment group will be given a clinical skill module that is made by researchers.Result: t value was -6,625 < t table (1,658), so that it can be concluded that there is different between the treatment group and control group. Recommendation: Nursing process always interest to be discussed, hopefully the next research can explore about nurse’s physical assessment ability in another Keywords:Clinical skill module, nurse assessment, lungs physical assessment

scholarly journals Directed Medical Role Play for Children: Review of the Teddy Bear Hospital Implementations, Objectives, and Reported Experiences

2021 ◽  
Author(s):  
Reem Jazrawy ◽  
Sharon Mascarenhas ◽  
Youness Zidoun ◽  
Nabil Zary
Keyword(s):  
Health Care ◽  
Health Knowledge ◽  
Role Play ◽  
Experimental Studies ◽  
Preventive Health Care ◽  
Well Being ◽  
Role Playing ◽  
Control Group ◽  
Teddy Bear ◽  
Medical Role

Background: Role-playing is often used as a pedagogical method for learning communication in medical education. Therefore, medical play using the Teddy Bear Hospital (TBH) is a concept that can quickly familiarize children with health care and help them develop positive experiences in these areas. This review aims to assess the strengths of TBH, as a form of directed medical role play, in improving health outcomes and well-being in children, along with implanting an awareness of preventive health care in young children.Methods: For this scoping review, we examined the list of recommendations, including 11 studies from two databases, PubMed and Google Scholar. We incorporated pre/post quasi-experimental studies, ANOVA, qualitative research studies, systematic reviews, and control group studies that deliberately utilize the teddy bear hospital as an intervention.Results: The results of individual studies were further categorized into three sections. The first being upon the analysis of 11 studies, the Teddy Bear Hospital was mainly conducted in Europe and Asia. It is evident that regardless of the different approaches and strategies used to implement the Teddy Bear Hospital, they all ultimately share the same intent: to raise health care awareness and alleviate young children's anxiety over medical treatment while focusing on the promotion of positive healthy lifestyle. All studies portray the teddy bear hospital as an intervention of medical roleplay which analyzed the children's feelings, behaviors, and health awareness after visiting the Teddy Bear Hospital.Conclusion: The application of the teddy bear hospital has overwhelmingly positive results, with lower levels of anxiety and improved health knowledge. Its reported efficacy calls for future studies on aspects that lead to its efficacy and potential effectiveness.

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