scholarly journals Introduction of structured physical examination skills to second year undergraduate medical students

F1000Research ◽  
2013 ◽  
Vol 2 ◽  
pp. 16 ◽  
Author(s):  
Rano M Piryani ◽  
P Ravi Shankar ◽  
Trilok P Thapa ◽  
Bal M Karki ◽  
Rishi K Kafle ◽  
...  
Keyword(s):  
Physical Examination ◽  
Skill Acquisition ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Undergraduate Medical Students ◽  
Step Method ◽  
Clinical Skills Assessment ◽  
Learning Techniques ◽  
Second Year ◽  
Teaching Learning

Introduction: Effective learning of physical examination skills (PES) requires suitable teaching and learning techniques and assessment methods. The Tribhuvan University (Nepal) curriculum recommends involving the departments of Medicine and Surgery in PES training (PEST) for second year students as a part of early clinical exposure. The project was developed to make teaching/learning of PES structured, involving eight clinical sciences departments and using appropriate methods for teaching and assessment in KIST Medical College, Nepal.Methods: Irby’s three stages of clinical teaching model (Preparation, Teaching, Reflection), was applied for teaching. Skill acquisition was based on Millers’ learning pyramid at “show how level” and Dreyfus’ competency model at “competent level”. Teaching/learning was conducted in small groups. A tutorial, demonstration and practice (TDS) model was developed for teaching/learning techniques based on a simple five-step method for teaching clinical skills. Assessment of effectiveness of training was done at “reaction level” as per Kirkpatrick’s model based on students’ feedback, “shows how level” as per Miller’s pyramid of learning by OSCE and “competent level” as per Dreyfus’ model using retro-pre questionnaire.Results: The analysis of retro-pre questionnaire based on the Dreyfus model found the average skill score (max score 184), before the introduction of the project module as 15.9 (median = 13.5) and after as 116.5 (median = 116). A paired t-test showed the difference to be statistically significant (100.5±23 and 95% CI 95.45 – 105.59). The average overall feedback score for the students on PES training based on seven items on a five point Likert scale was found to be 4.30. The mean total objective structured clinical examination (OSCE) score was 3.77 (SD+/- 0.33) out of 5; 80% of students scored more than 70%.Conclusion: Students learned most of the skills with the implementation of the structured PES module and did well in the OSCE. Students and faculty were satisfied with the training and assessment.

scholarly journals OSCE 3D: a virtual clinical skills assessment tool for coronavirus pandemic times

2020 ◽  
Author(s):  
Alexandre Loureiro Faria ◽  
Anne Carolinne Bezerra Perdigão ◽  
Edgar Marçal ◽  
Marcos Kubrusly ◽  
Raquel Autran Coelho Peixoto ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Clinical Skills ◽  
Simulation Software ◽  
Free Access ◽  
Interactive Simulation ◽  
Three Dimension ◽  
Undergraduate Medical Students ◽  
Clinical Skills Assessment ◽  
Informed Consent Form ◽  
System Usability Scale

Abstract Background : In pandemic times where the “lockdown strategy” has been adopted, the use of innovations using technological resources such as the creation of instruments that can replace traditional teaching-learning methods in the training of health professionals is essential. The aim of this study was to develop and evaluate the usability of a realistic interactive simulation computer system using three-dimensional imaging technology and virtual reality with free-access computational tools available on the web. Methods : the development of a prototype (OSCE 3D) was based on the steps used for the construction of simulation software of a "Serious Game". An experimental phase was carried out to assess usability, through a questionnaire based on the System Usability Scale. The study was approved by the Research Ethics Committee of the institution and all patients signed the Informed Consent Form. Results : a total of 39 undergraduate medical students from the 6th semester of a private university center of northeast do Brazil voluntarily participated in the evaluation of the OSCE 3D. The usability evaluation presented a mean score of 75.4 with a margin of error of 3.2, considered a good usability according to the literature. Conclusions : this work allowed the development of a low-cost prototype, using a three-dimension realistic simulation system for OSCE assessment stations. This product, even in the prototype phase, showed good usability.

scholarly journals Impact of introduction of Mini-Clinical Evaluation Exercise in formative assessment of undergraduate medical students in pediatrics

2019 ◽  
Vol 6 (6) ◽  
pp. 2248
Author(s):  
Pankaj M. Buch
Keyword(s):  
Formative Assessment ◽  
Clinical Evaluation ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Data Gathering ◽  
Undergraduate Medical Students ◽  
Undergraduate Level ◽  
Evaluation Exercise ◽  
Systemic Process ◽  
Teaching Learning

Background: Student’s assessment is a systemic process of determining the extent to which the student has achieved the desired competency. Mini–Clinical Evaluation Exercise (Mini-CEX) is an assessment tool applicable in broad range of settings. Very little data is available in Indian settings about Mini-CEX in undergraduate. This study has been undertaken to understand its role in formative assessment.Methods: In this interventional study 47 students and 7 faculty of pediatrics participated. Students were assessed for two encounters of Mini-CEX. Assessment was as per Mini-CEX rating form followed by feedback.Results: Mean score range for different competency of data gathering were 1.76 to 2.5 during first mini-CEX and 4.38 to 5.14 during second Mini-CEX. Difference was significant (Cohen’s d >0.8). More than 90% of students felt that Mini-CEX is better way to assess clinical skills and would like to be assessed by Mini-CEX. One to one interaction was most important advantage felt about Mini-CEX. Though nearly all faculties felt that Mini-CEX is a better way for assessment half of them disagree to continue using it in future due to time constraints.Conclusions: In this study we found Impact of Mini-CEX in formative assessment is significant to improve clinical competency at undergraduate level. Improvement in Mini-CEX scores in consecutive encounter signifies its role even as Teaching Learning tool. Need to consider issues about its feasibility for Undergraduate level in settings with limited staff strength.

scholarly journals Virtual Integrated Patient: An AI supplementary tool for second-year medical students

2021 ◽  
Vol 6 (3) ◽  
pp. 87-90
Author(s):  
Juanita S. M. Kong ◽  
Boon See Teo ◽  
Yueh Jia Lee ◽  
Anu Bharath Pabba ◽  
Edmund J.D. Lee ◽  
...  
Keyword(s):  
Medical Students ◽  
Pilot Study ◽  
Physical Examination ◽  
Clinical Skills ◽  
History Taking ◽  
Clinical Rotations ◽  
Face To Face ◽  
Second Year ◽  
Standardised Patients ◽  
Real Patients

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.

scholarly journals Clinical teaching in Dermatology of Undergraduate Medical Students of Bangladesh

2012 ◽  
Vol 1 (1) ◽  
pp. 16-24
Author(s):  
MS Islam ◽  
Ismail Khan ◽  
HK Talukder ◽  
N Akther
Keyword(s):  
Medical Students ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Population Sample ◽  
Cross Sectional Study ◽  
Instructional Materials ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Study Population

This cross-sectional study was conducted with the objective to explore the practice of clinical teaching in Dermatology of undergraduate medical students of Bangladesh to identify the constraints and suggestions to improve the clinical teaching. The study also looked into the clinical competencies achieved by the students from available facilities provided by the institutes. The study was conducted at Dhaka Medical College (DMC) and Sir Salimullah Medical College (SSMC) from July 2008 to June 2009. The students of 4th year and 5th year were the study population. Sample size was 273. After taking permission from concern authority data were collected through a self administered semi-structured questionnaire by convenient sampling. The study reflected that most of the clinical classes in Dermatology were taken by the junior teachers and mid level teachers. It was found that majority of clinical classes were held in the morning and afternoon, though a very few of the clinical classes are taken at night in Dermatology. The students viewed that the teachers follow the curriculum to conduct the clinical classes. The students agreed that they were benefited through those clinical classes and acquired how to examine the patients and to take history and other clinical skills. Majority of the respondents viewed that inadequate number of teachers and patients were one of the important barriers for clinical teaching in Dermatology. They suggested that the senior teachers should conduct clinical teaching with sufficient instructional materials and instruments. It was recorded that the clinical teaching in Dermatology should be integrated in the institutes. It was also proposed that sufficient number of relevant patients and adequate number of teachers should be ensured for imparting effective clinical teaching in Dermatology. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12854 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.16-24

scholarly journals Present Status of Clinical Teaching in Bachelor of Dental Surgery Course of Bangladesh

1970 ◽  
Vol 8 (2) ◽  
pp. 76-80
Author(s):  
Md Faruque ◽  
Humayun Kabir Talukder ◽  
Kazi Khairul Alam
Keyword(s):  
Key Words ◽  
Present Status ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Bedside Teaching ◽  
Dental Surgery ◽  
Number Of Patients ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Clinical Departments

Objective: To explore present status of clinical teaching in Bachelor of Dental Surgery course of Bangladesh. Methods: This study was conducted from July 2007 to June 2008 upon conveniently selected teachers (n=49) of clinical departments and students of 3rd year (n=83) and 4th year (n=111) of two government and two private dental institutes of Bachelor of Dental Surgery course. Data were collected using one semistructured self-administered questionnaires. Result: It was found that most of the clinical classes are conducted by lecturers, assistant professors. These classes were held mostly in morning which extended occasionally up to afternoon. Majority of teachers followed the curriculum to conduct clinical classes. They agreed that the students are benefited through these clinical classes and they learn how to examine a patient and take patients’ history and other clinical skills. They informed that inadequate number of teachers and patients are important barriers for clinical teaching. They suggested that clinical classes should be taken by the senior teachers and sufficient materials and instruments should be available for this purpose. It was also proposed that sufficient number of patients and increased number of teachers should be ensured. Discussion and recommendations: The barriers should be minimized and necessary actions should be taken as per suggestions given the teachers and students. Key words: Clinical teaching learning; Bedside teaching learning; Bachelor of Dental Surgery Course Bangladesh. DOI: 10.3329/bja.v8i2.7021Bangladesh Journal of Anatomy July 2010, Vol. 8 No. 2 pp. 76-80

scholarly journals Impact of COVID-19 pandemic on medical school academic calendar: a dean's perspective

2020 ◽  
Vol 7 (3) ◽  
pp. 122-125
Author(s):  
Shrijana Shrestha
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Clinical Teaching ◽  
Daily Routine ◽  
Online Classes ◽  
Risk Of Infection ◽  
Undergraduate Medical Students ◽  
Academic Calendar ◽  
Teaching Learning ◽  
Academic Year

Addressing the questions from students, faculties and students' parents regarding the academic calendar had become a part of my daily routine since the beginning of this COVID-19 pandemic. The online classes with pending practical and clinical teachings along with the questionable authenticity of the online exams of the undergraduate medical students and the compromised clinical teaching-learning of the postgraduate Residents with very few non-COVID patients in the hospital, stressed faculties, and the risk of infection requiring isolation, quarantine or admission has posed several questions regarding the academic calendar. How to adjust and reschedule the calendar, without compromising the course objectives and not losing the academic year, has become a challenge to medical schools and the leadership during this ongoing pandemic.

scholarly journals How does preclinical laboratory training impact physical examination skills during the first clinical year? A retrospective analysis of routinely collected objective structured clinical examination scores among the first two matriculating classes of a reformed curriculum in one Polish medical school

BMJ Open ◽  
2017 ◽  
Vol 7 (8) ◽  
pp. e017748 ◽  
Author(s):  
Jolanta Świerszcz ◽  
Agata Stalmach-Przygoda ◽  
Marcin Kuźma ◽  
Konrad Jabłoński ◽  
Tomasz Cegielny ◽  
...  
Keyword(s):  
Physical Examination ◽  
Medical School ◽  
Curriculum Reform ◽  
Clinical Course ◽  
Clinical Skills ◽  
Laboratory Data ◽  
Significant Difference ◽  
Second Year ◽  
Laboratory Training ◽  
Preclinical Training

ObjectiveAs a result of a curriculum reform launched in 2012 at our institution, preclinical training was shortened to 2 years instead of the traditional 3 years, creating additional incentives to optimise teaching methods. In accordance with the new curriculum, a semester-long preclinical module of clinical skills (CS) laboratory training takes place in the second year of study, while an introductory clinical course (ie, brief introductory clerkships) is scheduled for the Fall semester of the third year. Objective structured clinical examinations (OSCEs) are carried out at the conclusion of both the preclinical module and the introductory clinical course. Our aim was to compare the scores at physical examination stations between the first and second matriculating classes of a newly reformed curriculum on preclinical second-year OSCEs and early clinical third-year OSCEs.DesignAnalysis of routinely collected data.SettingOne Polish medical school.ParticipantsComplete OSCE records for 462 second-year students and 445 third-year students.Outcome measuresOSCE scores by matriculation year.ResultsIn comparison to the first class of the newly reformed curriculum, significantly higher (ie, better) OSCE scores were observed for those students who matriculated in 2013, a year after implementing the reformed curriculum. This finding was consistent for both second-year and third-year cohorts. Additionally, the magnitude of the improvement in median third-year OSCE scores was proportional to the corresponding advancement in preceding second-year preclinical OSCE scores for each of two different sets of physical examination tasks. In contrast, no significant difference was noted between the academic years in the ability to interpret laboratory data or ECG — tasks which had not been included in the second-year preclinical training.ConclusionOur results suggest the importance of preclinical training in a CS laboratory to improve students’ competence in physical examination at the completion of introductory clinical clerkships during the first clinical year.

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