Teaching Patient Handoffs to Medical Students in Obstetrics and Gynecology: Simulation Curriculum and Assessment Tool

Abstract Objective: This study aimed to assess the medical students’ opinions and views on undertaking SLICE as a formative assessment. Methods: This was a qualitative, exploratory study. Purposive sampling technique was used to select final year medical students who have undertaken a formative assessment through SLICE in their clerkship rotation. Total 32 students participated in this study .Four sets of focus group discussions (FGD) were conducted from medical students who had recently gone through their clinical clerkship modules for Pediatrics, General Medicine, General Surgery and Gynecology& Obstetrics. Each recorded FGD was transcribed verbatim. Thematic analysis was conducted manually. Themes were identified from the transcribed data, coded and analyzed. In order to achieve adequate coding and researcher reliability, investigator triangulation was performed. The initial thematic analysis was performed by the primary investigator. Thereafter, two more investigators independently analyzed the data. Before the data was finalized, all the three investigators reached a final consensus upon the themes that had emerged, ensuring triangulation of the analyzed data. Results: A four staged thematic analysis was conducted, in which five major themes and five sub-themes emerged. The main themes being: Purpose, Learning, Timing, Relevancy and Fairness of SLICE. Conclusion: The students generally thought that SLICE was effective in enhancing their clinical skills learning and should be conducted more frequently with minor adjustments. Continuous...

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Undergraduate performance assessment

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol5.iss9.870 ◽

2017 ◽

Vol 5 (9) ◽

pp. 1-7

Author(s):

Umayya Musharrafieh ◽

Khalil Ashkar ◽

Dima Dandashi ◽

Maya Romani ◽

Rana Houry ◽

...

Keyword(s):

Medical Students ◽

Family Medicine ◽

Assessment Tool ◽

Clinical Skills ◽

Faculty Evaluation ◽

Multiple Choice Questions ◽

Final Exam ◽

Monthly Basis ◽

Medicine Clerkship ◽

Clinical Evaluations

Introduction: Objective Structured Clinical Examination (OSCE) is considered a useful method of assessing clinical skills besides Multiple Choice Questions (MCQs) and clinical evaluations. Aim: To explore the acceptance of medical students to this assessment tool in medical education and to determine whether the assessment results of MCQs and faculty clinical evaluations agree with the respective OSCE scores of 4th year medical students (Med IV). Methods: performance of a total of 223 Med IV students distributed on academic years 2006-2007, 2007-2008, and 2008-2009 in OSCE, MCQs and faculty evaluations were compared. Out of the total 93 students were asked randomly to fill a questionnaire about their attitudes and acceptance of this tool. The OSCE was conducted every two months for two different groups of medical students who had completed their family medicine rotation, while faculty evaluation based on observation by assessors was submitted on a monthly basis upon the completion of the rotation. The final exam for the family medicine clerkship was performed at the end of the 4thacademic year, and it consisted of MCQsResults: Students highly commended the OSCE as a tool of evaluation by faculty members as it provides a true measure of required clinical skills and communication skills compared to MCQs and faculty evaluation. The study showed a significant positive correlation between the OSCE scores and the clinical evaluation scores while there was no association between the OSCE score and the final exam scores.Conclusion: Student showed high appreciation and acceptance of this type of clinical skills testing. Despite the fact that OSCEs make them more stressed than other modalities of assessment, it remained the preferred one.

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OSCE: An Effective Tool of Assessment for Medical Students

10.53350/pjmhs211582235 ◽

2021 ◽

Vol 15 (8) ◽

pp. 2235-2239

Author(s):

Farrukh Sarfraz ◽

Fahad Sarfraz ◽

Imran Jawad ◽

Mohammad Zia-Ul-Miraj ◽

Rizwan Zafar Ahmad ◽

...

Keyword(s):

Medical Students ◽

Time Allocation ◽

Assessment Tool ◽

Clinical Skills ◽

Cross Sectional Study ◽

Cross Sectional ◽

Clinical Competencies ◽

Medical College ◽

Data Collection Procedure

Background: To assess the competency of a student different tools are used. Since its introduction in 1975 by Dr. Harden and his team, OSCE has gained tremendous strides to assess the clinical competencies. Since 1975 onward OSCE has been very successfully used to assess the clinical competencies of medical student globally. OSCE is an assessment tool in which student is observed for performance of different tasks at specified stations. In the current study perception of medical students about OSCE examination was done which shall give room for positive criticism and further improvement of the system where ever required. Objective: To expedite view of final year MBBS students of Azra Naheed College about OSCE Material and Method Study design: Quantitative, cross sectional study. Settings: Azra Naheed College, Lahore. Duration: Six months i.e. 1st July2020 to 31st December 2020 Data Collection procedure: After an informed consent and appropriate briefing, the questionnaire was distributed among the final year medical students of Azra Naheed Medical College. Questionnaire developed by Russell et al was used. Results: Out of 148 students who participated in the study, 66(45%) students were females and 82(55%) were male. Majority of the students were satisfied with the quality of the exam. Consensus about the quality of exam was that, 29.7% were aware about the nature of the exam, 52.7% were satisfied that the syllabus taught was asked in the exam, 58.1% were satisfied about the time allocation for each station. Majority i.e. 60% considered OSCE an exam of practical nature which is not biased by gender or ethnicity. More than 50% of the students were satisfied with the standard of the exam. At the same time more than 50% students considered essay exam the easiest format of assessment. However, OSCE was considered to be fairest form of assessment 73%. 68.9% perceived that learning is enhanced by MCQs rather than other formats of assessment. Conclusion: To conclude this study, it is very much clear that the perception of students about OSCE as an assessment tool was very encouraging, as it not only provided them the opportunity to highlight their weaknesses but also helped them to perform well in the exam, manage time during exam and to overcome them stress which influenced their results. Key words: OSCE, Objective, Examinations, Clinical skills, qualitative analysis

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Knowledge, Attitude and Awareness on Puberty Menorrhagia among Medical Students of Saveetha Medical College

Journal of Pharmaceutical Research International ◽

10.9734/jpri/2021/v33i50b33446 ◽

2021 ◽

pp. 235-240

Author(s):

T. Sarathkumar ◽

K. Jayashree

Keyword(s):

Medical Students ◽

Positive Attitude ◽

Cross Sectional Study ◽

Obstetrics And Gynecology ◽

Sectional Study ◽

Statistical Tools ◽

Cross Sectional ◽

Medical College ◽

Parametric Data ◽

Non Parametric

Objective: To assess the knowledge, attitude and awareness on pubertal menorrhagia among medical students. Design: It was a cross-sectional study conducted at the department of Obstetrics and Gynecology in Saveetha Medical College and Hospital, Thandalam. Methodology: The study was carried out on 129 students comprising of 1st, 2nd, 3rd, 4th year M.B.B.S students. The students were given a pretested questionnaire and asked to fill up the questions. The responses were collected and analysed using appropriate statistical tools for parametric and non-parametric data with the help of SPSS for Windows version 22 software. Results: The knowledge of participants on pubertal menorrhagia was 58%. The participants that had a positive attitude concerning pubertal menorrhagia was 55% the awareness of participants on pubertal menorrhagia was 51% Conclusion: The study concluded that there is a definitive knowledge of pubertal menorrhagia among students. the participants showed the palpable deficit of knowledge and awareness as well. To prevent such practices knowledge, awareness must spread among the students.

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A Comprehensive Review to Establish Priority Learning Objectives for Medical Students in the Obstetrics and Gynecology Clerkship

Obstetric Anesthesia Digest ◽

10.1097/01.aoa.0000358375.49823.4d ◽

2009 ◽

Vol 29 (3) ◽

pp. 113-114

Author(s):

S. S. Erickson ◽

W. P. Metheny ◽

S. M. Cox ◽

J. L. Bienstock ◽

E. L. Espey ◽

...

Keyword(s):

Medical Students ◽

Learning Objectives ◽

Obstetrics And Gynecology ◽

Comprehensive Review

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Differences in Faculty and Standardized Patient Scores on Professionalism for Second-Year Podiatric Medical Students During a Standardized Simulated Patient Encounter

Journal of the American Podiatric Medical Association ◽

10.7547/15-175 ◽

2018 ◽

Vol 108 (2) ◽

pp. 145-150

Author(s):

James M. Mahoney ◽

Vassilios Vardaxis ◽

Noreen Anwar ◽

Jacob Hagenbucher

Keyword(s):

Medical Students ◽

Faculty Member ◽

Real Time ◽

Assessment Tool ◽

Simulated Patient ◽

Standardized Patient ◽

Patient Encounter ◽

Second Year ◽

The Difference ◽

Share Information

Background: This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter. Methods: Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool. Results: Significant differences were identified in the professionalism domains of “build a relationship” (P = .008), “gather information” (P = .001), and share information (P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the “gather information” subdomains; however, the difference in scores was significant only in the “question appropriately” (P = .001) and “listen and clarify” (P = .003) subdomains. Conclusions: This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.

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0092 Using The Creation Of A Simulated Scenario As An Assessment Tool For Medical Students

10.1136/bmjstel-2014-000002.37 ◽

2014 ◽

Author(s):

Miles Harrison

Keyword(s):

Medical Students ◽

Assessment Tool ◽

The Creation ◽

Simulated Scenario

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MSK30: a validated tool to assess clinical musculoskeletal knowledge

BMJ Open Sport & Exercise Medicine ◽

10.1136/bmjsem-2018-000495 ◽

2019 ◽

Vol 5 (1) ◽

pp. e000495

Author(s):

Danielle L Cummings ◽

Matthew Smith ◽

Brian Merrigan ◽

Jeffrey Leggit

Keyword(s):

Medical Students ◽

Large Scale ◽

Assessment Tool ◽

Multiple Choice ◽

School Curriculum ◽

Average Score ◽

Multiple Choice Questions ◽

Modified Delphi ◽

Multiple Choice Exam ◽

Individual Education

BackgroundMusculoskeletal (MSK) complaints comprise a large proportion of outpatient visits. However, multiple studies show that medical school curriculum often fails to adequately prepare graduates to diagnose and manage common MSK problems. Current standardised exams inadequately assess trainees’ MSK knowledge and other MSK-specific exams such as Freedman and Bernstein’s (1998) exam have limitations in implementation. We propose a new 30-question multiple choice exam for graduating medical students and primary care residents. Results highlight individual deficiencies and identify areas for curriculum improvement.Methods/ResultsWe developed a bank of multiple choice questions based on 10 critical topics in MSK medicine. The questions were validated with subject-matter experts (SMEs) using a modified Delphi method to obtain consensus on the importance of each question. Based on the SME input, we compiled 30 questions in the assessment. Results of the large-scale pilot test (167 post-clerkship medical students) were an average score of 74 % (range 53% – 90 %, SD 7.8%). In addition, the tool contains detailed explanations and references were created for each question to allow an individual or group to review and enhance learning.SummaryThe proposed MSK30 exam evaluates clinically important topics and offers an assessment tool for clinical MSK knowledge of medical students and residents. It fills a gap in current curriculum and improves on previous MSK-specific assessments through better clinical relevance and consistent grading. Educators can use the results of the exam to guide curriculum development and individual education.

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