scholarly journals Correlation of student performance on clerkship with quality of medical chart documentation in a simulation setting

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248569
Author(s):  
Nobuyasu Komasawa ◽  
Fumio Terasaki ◽  
Takashi Nakano ◽  
Ryo Kawata
Keyword(s):  
Informed Consent ◽  
Medical Students ◽  
Diagnostic Imaging ◽  
Student Performance ◽  
Clinical Situation ◽  
Medical Chart ◽  
Objective Structured Clinical Examination ◽  
Clinical Clerkship ◽  
Clinical Simulation

Background Medical chart documentation is an essential skill acquired in a clinical clerkship (CC). However, the utility of medical chart writing simulations as a component of the objective structured clinical examination (OSCE) has not been sufficiently evaluated. In this study, medical chart documentation in several clinical simulation settings was performed as part of the OSCE, and its correlation with CC performance was evaluated. Methods We created a clinical situation video and images involving the acquisition of informed consent, cardiopulmonary resuscitation, and diagnostic imaging in the emergency department, and assessed medical chart documentation performance by medical students as part of the OSCE. Evaluations were conducted utilizing original checklist (0–10 point). We also analyzed the correlation between medical chart documentation OSCE scores and CC performance of 120 medical students who performed their CC in 2019 as 5th year students and took the Post-CC OSCE in 2020 as 6th year students. Results Of the OSCE components, scores for the acquisition of informed consent and resuscitation showed significant correlations with CC performance (P<0.001 for each). In contrast, scores for diagnostic imaging showed a slightly positive, but non-significant, correlation with CC performance (P = 0.107). Overall scores for OSCE showed a significant correlation with CC performance (P<0.001). Conclusion We conducted a correlation analysis of CC performance and the quality of medical chart documentation in a simulation setting. Our results suggest that medical chart documentation can be one possible alternative component in the OSCE.

A ‘Fair Play’? Comparison of an Objective Structured Clinical Examination of Final Year Medical Students Training in Psychiatry and their Supervisors' Appraisals

2002 ◽  
Vol 10 (4) ◽  
pp. 444-447 ◽  
Author(s):  
Pamela Melding ◽  
John Coverdale ◽  
Elizabeth Robinson
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Clinical Examination ◽  
Good Method ◽  
Previous Method ◽  
Objective Structured Clinical Examination ◽  
Simulated Patients ◽  
Written Test ◽  
Method Of Evaluation ◽  
The University

Objective: Expected standards for student performance in psychiatry can vary between supervisors and institutions. Recently, the University of Auckland required its academic departments to have an objective standard assessment or test for each student on a clinical attachment. We aimed to compare an objective structured clinical examination of final year medical students training in psychiatry and their supervisors' appraisals. Method: Assessment in psychiatry initially consisted of a two-hour written test. Subsequently, the test in psychiatry changed to a standardised, modified, objective, structured, clinical examination (OSCE) using simulated patients. The clinical supervisor rated each student on a set of clinical parameters using a scale of 1-6. In addition, members of the academic department of psychiatry separately tested the students with a modified OSCE on the last day of their clinical attachment. The results of the OSCE are compared with clinical attachment assessments and the previous method of evaluation, the written test. Results: There was no correlation between the written test and the supervisor's assessment for the clinical attachment indicating that the written test was not a good method of evaluating student performance. The correlation between the clinical attachment grading and the OSCE for year 1 was 0.4 (p=0.002) and for year 2 was 0.5 (p=0.001). However, marks for the OSCE were consistently lower than those given for the clinical attachment. Conclusions: The introduction of the modified OSCE had the desired outcome of changing students' focus from the pursuit of theoretical knowledge to the attainment of practical skills.

scholarly journals Prescription Writing Errors in Clinical Clerkship among Medical Students

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Raden Anita Indriyanti ◽  
Fajar Awalia Yulianto ◽  
Yuke Andriane
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Healing Process ◽  
Medical Practitioner ◽  
Medical Doctor ◽  
Objective Structured Clinical Examination ◽  
Clinical Clerkship ◽  
Common Error ◽  
The Right ◽  
Writing Errors

Prescription is an instruction written by a medical practitioner to give a drug or device for a patient. The proper prescription will contribute to speedy recovery or healing process for the patient. Clinical clerkship must have an excellent competency to choose the right medication and prescribe the appropriate drugs or therapy. This study aims to analyze the common error in prescription's writing in clinical clerkship among medical students at their final examination to be a medical doctor. This study used the analytic method to 609 sheets of prescription from 180 clerkship students in their last try out on objective structured clinical examination (OSCE) at the Faculty of Medicine Universitas Islam Bandung in March 2018. Analyzed the component that every prescription should have, which consists of patient identity, superscription, inscription, subscription, and signatures. The result showed that more than half of the clerkship students made an error in subscription (50.25%) and signatures items (55.83%), while most of them had written down properly the patient identity (77.5%), superscription (83.74%), and inscription (78.98%). As a result, with more than half error in a prescription written in subscription and signature item, the failure of giving adequate therapy will cause a low recovery or healing process to the patients. Moreover, it may harm or cause death to the patients. In conclusion, more than half of medical students made common errors in prescription's writing. KESALAHAN PENULISAN RESEP PADA MAHASISWA KOASISTENSI FAKULTAS KEDOKTERANResep merupakan instruksi yang ditulis oleh tenaga medis untuk memberikan obat atau seperangkat alat kepada pasien. Peresepan yang tepat akan membawa proses pemulihan dan penyembuhan terhadap pasien. Mahasiswa kedokteran yang menjalankan masa koasisten harus memiliki kompetensi yang baik untuk memilih dan menuliskan terapi yang sesuai. Penelitian ini bertujuan menganalisis kesalahan umum dalam penulisan resep pada mahasiswa kedokteran yang akan menghadapi ujian akhir untuk menjadi seorang dokter. Penelitian ini menggunakan metode analitik terhadap 609 lembar resep dari 180 mahasiswa kedokteran yang sedang melaksanakan try out akhir objective structured clinical examination (OSCE) di Fakultas Kedokteran Universitas Islam Bandung pada Maret 2018. Dianalisis setiap komponen yang harus ada dalam penulisan resep, yaitu identitas pasien, superskripsi, inskripsi, subskripsi, dan signature. Hasil penelitian menunjukkan bahwa lebih dari setengah mahasiswa melakukan kesalahan pada item subskripsi (50,25%) dan signature (55,83%), sedangkan sebagian besar sudah menulis dengan baik pada item identitas pasien (77,5%), superskripsi (83,74%), dan inskripsi (78,98%). Akibatnya, dengan lebih dari setengah jumlah kesalahan dalam penulisan item subskripsi dan signature maka kegagalan dalam memberikan terapi yang adekuat dapat menyebabkan angka kesembuhan yang rendah, terlebih lagi dapat menimbulkan bahaya bahkan kematian terhadap pasien. Simpulan, lebih dari setengah mahasiswa kedokteran melakukan kesalahan umum dalam penulisan resep.

Assessment of Individual Student Performance in Online Team Projects

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Student Performance ◽  
Group Process ◽  
Online Courses ◽  
Peer Assessment ◽  
Individual Student ◽  
Assessment Practice ◽  
Group Project ◽  
Team Members ◽  
Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

scholarly journals Mentors' experiences in an osteopathic medical student research program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tyler Hamby ◽  
W. Paul Bowman ◽  
Don P. Wilson ◽  
Riyaz Basha
Keyword(s):  
Medical Students ◽  
Research Program ◽  
Online Survey ◽  
Medical Schools ◽  
Systematic Instruction ◽  
Medical Student Research ◽  
Research Programs ◽  
Student Mentor ◽  
The University

Abstract Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

scholarly journals 696 Quality of sleep is the only predictor of suicide during Covid-19 lockdown in University students?

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A272-A272
Author(s):  
Alessandra Castelnuovo ◽  
Samantha Mombelli ◽  
Daniela Bottoni ◽  
Antonella Somma ◽  
Andrea Fossati ◽  
...  
Keyword(s):  
Medical Students ◽  
Suicidal Ideation ◽  
Sleep Quality ◽  
Sleep Disorders ◽  
Social Stress ◽  
Depression Symptoms ◽  
Daily Routine ◽  
Quality Of Sleep ◽  
Suicidal Thoughts

Abstract Introduction COVID-19 epidemic led to great psychological and social stress, related to anxiety, depression, sleep disorders, suicidal risk and behavior, and changes in daily routine. The aim of this study was to assess the psychological impact of COVID-19 lockdown in Italian students. We focused on perceived sleep quality, anxiety and depression symptoms, and mostly on risk of suicide. Methods A total of 307 students (mean age 22.84±2.68) completed Pittsburgh Sleep Quality Index (PSQI), Insomnia Severity Index (ISI), Beck Anxiety Inventory (BAI), and Beck Depression Inventory-II (BDI-II). In our study, we focused on item 9 of BDI-II, that is related to suicide. We divided our sample on presence or absence of suicidal ideation based on this item. Results We found that 30.1% showed depressive, while 38.2% anxious symptoms. Concerning item 9 of BDI-II (suicidal thoughts or wishes), 84.7% answered that they do not have any thoughts of killing themselves, while 15.3% answered that they have some suicidal ideation. Concerning sleep variables, we found that 58% of our sample showed a PSQI total score higher than 5 (poor quality of sleep), and a global worsening in sleep quality and increase of insomnia both in student with and without suicidal ideation. Conclusion Our results on risk of suicide are in line with literature. Recent reviews focused on suicidal ideation in medical students found that depressive symptoms and suicidal ideation are common among medical students, finding a prevalence of suicidal ideation of 11%. Several studies suggest that sleep disorders are a risk factor for suicidal thoughts and behaviours. Our findings show that sleep cannot considered a predictive factor of risk of suicide during health emergency, because the risk is polyfactorial. Support (if any) None

Demonstration: Virtual Patient Immersive Trainer to Train Perceptual Skills Using Augmented Reality

2020 ◽  
Vol 64 (1) ◽  
pp. 470-472
Author(s):  
Christen E. Sushereba ◽  
Laura G. Militello
Keyword(s):  
Medical Students ◽  
Augmented Reality ◽  
Student Performance ◽  
Group Interaction ◽  
Virtual Patient ◽  
Perceptual Cues ◽  
Perceptual Skills ◽  
Individual Interaction ◽  
Severity Of Injury ◽  
Microsoft Hololens

In this session, we will demonstrate the Virtual Patient Immersive Trainer (VPIT). The VPIT system uses augmented reality (AR) to allow medics and medical students to experience a photorealistic, life-sized virtual patient. The VPIT supports learners in obtaining the perceptual skills required to recognize and interpret subtle perceptual cues critical to assessing a patient’s condition. We will conduct an interactive demonstration of the virtual patient using both a tablet (for group interaction) and an AR-enabled headset (Microsoft HoloLens) for individual interaction. In addition, we will demonstrate use of the instructor tablet to control what the learner sees (e.g., injury types, severity of injury) and to monitor student performance.

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