scholarly journals Significance of experts' overall ratings for medical student competence in relation to history-taking

2006 ◽  
Vol 124 (2) ◽  
pp. 101-104 ◽  
Author(s):  
Luiz Ernesto de Almeida Troncon
Keyword(s):  
Medical Student ◽  
Communication Skills ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
History Taking ◽  
Point Scale ◽  
High Stake ◽  
Overall Performance ◽  
De Medicina ◽  
Key Questions

CONTEXT AND OBJECTIVE: Overall ratings (ORs) of competence, given by expert physicians, are increasingly used in clinical skills assessments. Nevertheless, the influence of specific components of competence on ORs is incompletely understood. The aim here was to investigate whether ORs for medical student history-taking competence are influenced by performance relating to communication skills, completeness of questioning and asking contentdriven key questions. DESIGN AND SETTING: Descriptive, quantitative study at Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo. METHODS: Thirty-six medical students were examined in a 15-station high-stake objective structured clinical examination (OSCE). At four stations devoted to history-taking, examiners filled out checklists covering the components investigated and independently rated students’ overall performance using a five-point scale from 1 (poor) to 5 (excellent). Physician ratings were aggregated for each student. Nonparametric correlations were made between ORs. RESULTS: ORs presented significant correlations with checklist scores (Spearman’s rs = 0.38; p = 0.02) and OSCE general results (rs = 0.52; p < 0.001). Scores for "communication skills" tended to correlate with ORs (rs = 0.31), but without reaching significance (p = 0.06). Neither the scores for "completeness" (rs = 0.26; p = 0.11) nor those for "asking key questions" (rs = 0.07; p = 0.60) correlated with ORs. CONCLUSIONS: Experts’ overall ratings for medical student competence regarding history-taking is likely to encompass a particular dimension, since ratings were only weakly influenced by specific components of performance.

scholarly journals Temporal changes in medical student perceptions of their clinical skills and needs using a repeated self-assessment instrument

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Patrick Barlow ◽  
Robert Humble ◽  
Amal Shibli-Rahhal
Keyword(s):  
Differential Diagnosis ◽  
Medical Student ◽  
Communication Skills ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Perceived Competence ◽  
Clinical Rotation ◽  
Self Assessment ◽  
Clinical Rotations ◽  
Over Time

Abstract Background Medical student needs in clinical skill training may change over time, but data on this topic are limited. This study uses repeated self-assessments on clinical rotations during medical school to evaluate students’ perceptions of their clinical skill growth. Methods A self-assessment rating was completed by students during each clinical rotation as they progressed through their core clinical rotation year. The instrument consisted of questions on 5 clinical skill categories where students rated their performance as “below”, “at” or “above” expected, and open-ended questions on strengths and challenges. We evaluated changes in self-ratings between the first (n=136) and third (n=118) quarters by matched-pair analysis of the shift in responses between time points using a Sign Test. We also identified the main themes from the students’ responses to open-ended questions. Results We found 22.4 % and 13.3 % of students increased their self-assessment ratings on “Oral Presentation Skills” and on “Differential Diagnosis”, respectively. In contrast, perceived ability to communicate with patients saw the largest negative shifts. “Patient Interaction” was the most commonly identified area of strength and “Knowledge and Organization” was most frequently cited as a barrier. Conclusions Students demonstrated a positive shift in perceived competence in some core clinical skills that are not strongly emphasized in the preclinical curriculum, likely reflecting increased exposure over time. However, their perceived competence in communication skills declined. This may reflect initial over-estimation or true decline due to competing needs/interests. These patterns of change can inform the design of longitudinal curricula that anticipate and address students’ needs during clinical rotations, such as placing increased emphasis on presentation skills and differential diagnosis earlier in the curriculum, and adding more emphasis to communication skills in later phases.

scholarly journals Parent assessment of medical student skills in ambulatory pediatrics

2013 ◽  
Vol 4 (2) ◽  
pp. e18-e27
Author(s):  
Erika Persson ◽  
Christina Haines ◽  
Mia Lang
Keyword(s):  
Medical Student ◽  
Physical Examination ◽  
Student Involvement ◽  
Clinical Skills ◽  
Student Assessment ◽  
Secondary Outcome ◽  
History Taking ◽  
Parent Attitudes ◽  
Communication History ◽  
Parent Assessment

Background: Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods: Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome) and parent attitudes towards 3rd year medical students (secondary outcome) at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent and student responses in 8 areas: communication, respect, knowledge, listening, history taking, physical examination, supervision, and overall satisfaction. Results: Overall satisfaction with medical student involvement by parents was high: 56.7% of all parents ranked the encounter as ‘excellent’. Areas of lesser satisfaction included physician supervision of students. Compared to the parent assessment, students tended to underrate many of their skills, including communication, history taking and physical exam. There was no relationship between parent demographics and their attitude to rating any of the students’ skills. Conclusions: Parents were satisfied with medical student involvement in the care of their children. Areas identified for improvement included increased supervision of students in both history taking and physical examination. This is one of the largest studies examining parent attitudes towards pediatric students. The results may enhance undergraduate curriculum development and teaching in pediatric ambulatory clinics and strengthen the ongoing partnership between the community and teaching clinics.

scholarly journals Resident Evaluations: The Use of Daily Evaluation Forms in Rheumatology Ambulatory Care

2009 ◽  
Vol 36 (6) ◽  
pp. 1298-1303 ◽  
Author(s):  
SUSAN HUMPHREY-MURTO ◽  
NADER KHALIDI ◽  
C. DOUGLAS SMITH ◽  
ELZBIETA KAMINSKA ◽  
CLAIRE TOUCHIE ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Clinical Competence ◽  
Clinical Skills ◽  
Faculty Members ◽  
Objective Structured Clinical Examination ◽  
Validity And Reliability ◽  
Point Scale ◽  
Good Reliability ◽  
Evaluation Report ◽  
Internal Medicine Residents

Objective.The in-training evaluation report (ITER) is widely used to assess clinical skills, but has limited validity and reliability. The purpose of our study was to assess the feasibility, validity, reliability, and effect on feedback of using daily evaluation forms to evaluate residents in ambulatory rheumatology clinics.Methods.An evaluation form was developed based on the Royal College of Physicians and Surgeons of Canada CanMEDS roles. There were 12 evaluation items including overall clinical competence. They were rated on a 5-point scale from unsatisfactory to outstanding. All internal medicine residents rotating on rheumatology were strongly encouraged to provide the form to their preceptor at the end of each clinic. A questionnaire was administered to residents and faculty.Results.Seventy-three internal medicine residents completed a 1-month rotation at University of Ottawa (n = 26) and McMaster University (n = 47). Faculty members completed a total of 637 evaluation forms. The number of evaluation forms ranged from 2 to 16 (mean 8.73) per resident. At an average of 8.73 forms per resident the reliability was 0.71 for the composite score. Fourteen forms would be required for a reliability of 0.8. The correlation between the objective structured clinical examination scores and the forms was 0.48 (p = not significant). Faculty and residents reported increased feedback following implementation of the forms.Conclusion.The use of daily evaluation forms is feasible and provides very good reliability. Use of the evaluation forms increases feedback to residents on their performance. The forms were well received by faculty and residents.

Evaluation of medical record quality and communication skills among pediatric interns after standardized parent training history-taking in China

2017 ◽  
Vol 40 (2) ◽  
pp. 188-192 ◽  
Author(s):  
Mu Xue Yu ◽  
Xiao Yun Jiang ◽  
Yi Juan Li ◽  
Zhen Yu Shen ◽  
Si Qi Zhuang ◽  
...  
Keyword(s):  
Parent Training ◽  
Medical Record ◽  
Communication Skills ◽  
History Taking ◽  
Training History

Analisis Capaian Kompetensi Mahasiswa dalam Objective Structured Clinical Examination (OSCE) Semester Ganjil Tahun Ajaran 2017/2018 Fakultas Kedokteran Universitas HKBP Nommensen Medan

2020 ◽  
Vol 5 (2) ◽  
pp. 28-35
Author(s):  
Jenny Novina Sitepu
Keyword(s):  
Clinical Examination ◽  
Clinical Reasoning ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Treatment Practice ◽  
Standard Patient ◽  
The Mean ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills ◽  
Academic Year

Backgroud: Clinical skills is one of competency as a doctor. Objective Structured Clinical Examination (OSCE) is an ideal way to assess clinical skills for undergraduated, graduated, and postdraduated clinical students. The low score in some OSCE station can be an input for teaching and curriculum improvement. This study aim to analyzed student competency achievement in first term in 2017/2018 academic year in  Fakultas Kedokteran Universitas HKBP Nommensen. Methods: This study was qualitative study with descriptive design. The sample was OSCE score in first term in 2017/2018 academic year. Student achievement was the mean score of every student in all station in OSCE. Competency achievement was the mean of students score for every competency in OSCE. Next, the stations was categorized in practice/ procedure skills station and clinical reasoning skills station. Skills achievement was got form the mean of score (in percent) of procedure skills and clinical reasoning station. Indept interview with students and lectures was held to knowed their perception about OSCE. Results: Students’ achievement in OSCE of first term academic year 2017/2018 was 62.4% for 2015’s students, and 64.6% for 2016’ students. The lowest competency achievement of 2015’s students was diagnosis and differential diagnosis. For the 2016’s students, it was farmacology treatment. Practice/ procedure skills achievement in OSCE of first term academic year 2017/2018 was 61.34% (2015’s students) and 74.4% (2016’s students). The clinical reasoning skills achievement was 62.80% (2015’s students), and 58.77% (2016’s students). Based on indept interview, the things that make student’s achievement low were the clinical reasoning ability of students was still low, the standard patient that involved in OSCE didn’t acted properly, the students’ knowledge about medicine and prescription was poor, and there were lot of learning schedules and learning subjects that students must did and learned. Conclusions:  Students’ achievement in OSCE of first term academic year 2017/2018 is need to  be improved.

Medical Student Communication Skills and Specialty Choice

2014 ◽  
Vol 39 (3) ◽  
pp. 275-279 ◽  
Author(s):  
Carol I. Ping Tsao ◽  
Deborah Simpson ◽  
Robert Treat
Keyword(s):  
Medical Student ◽  
Communication Skills ◽  
Specialty Choice

scholarly journals Remember to breathe: teaching respiratory physiology in a clinical context using simulation

2019 ◽  
Vol 43 (1) ◽  
pp. 76-81 ◽  
Author(s):  
Helen L. Bintley ◽  
Alexander Bell ◽  
Rachel Ashworth
Keyword(s):  
Medical Student ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
High Technology ◽  
Theory And Practice ◽  
Respiratory Physiology ◽  
Biomedical Science ◽  
Simulated Patients ◽  
Teaching Methodology ◽  
Clinical Context

Evidence shows that biomedical knowledge is more effectively taught within the medical curriculum by teaching in context, to facilitate learning transfer. The purpose of the present study was to evaluate the effect of combining high-technology simulation and physiology teaching on medical student learning and experience. First-year medical students received respiratory physiology teaching in the form of lectures, problem-based learning, and practical sessions. These students were then given the opportunity to apply their knowledge and problem solve using respiratory-related clinical case scenarios in simulated patients. Student understanding was assessed using a short quiz performed immediately before and after the session. Results revealed that the session significantly improved the mean score on tests (6.97 ± 0.29 vs. 8.22 ± 0.19, P < 0.001). Student evaluation was collected in focus groups, and recurring concepts were extracted from the data. Students reported that the sessions helped to bridge the gap between theory and practice, which aided their learning. In addition, this teaching methodology (simulation) was reportedly patient centered and added to the realism of the simulated scenario, with students stating that this teaching improved their confidence with managing real patients and clinical uncertainty. Simulation has been used extensively to teach clinical skills; however, research regarding its potential for teaching biomedical science within a clinical context is limited. Our study shows that combining high-technology simulation and physiology teaching contributed to an immediate improvement in medical student knowledge and enhanced their ability to make connections between theoretical knowledge and the world of practice.

scholarly journals Objective structured clinical examination in physiotherapy teaching: a systematic review

2019 ◽  
Vol 32 ◽  
Author(s):  
Aline Moreira Ribeiro ◽  
Alcindo Antônio Ferla ◽  
Juleimar Soares Coelho de Amorim
Keyword(s):  
Latin American ◽  
Clinical Examination ◽  
Professional Competence ◽  
Teaching Method ◽  
Clinical Skills ◽  
Scientific Evidence ◽  
Health Sciences ◽  
Educational Process ◽  
Objective Structured Clinical Examination ◽  
Methodologic Quality

Abstract Introduction: Problems related to the clinical abilities of physiotherapy students are not always identified throughout the educational process and might only be observed when these future professionals have to treat patients. The Objective Structured Clinical Examination (OSCE) includes a problematization approach and can be used in Health Sciences teaching to help this identification before internship practices. However, there are few studies on its use in Physiotherapy. Objective: To gather evidence of the OSCE use to evaluate clinical abilities in Physiotherapy teaching. Method: Articles published from 2000 to 2016 were surveyed in the Biblioteca Virtual em Saúde (BVS) (Virtual Health Library), Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde (BIREME) (Latin-American and Caribbean Health Sciences Information Center), PubMed, Scielo and Web of Science, using the descriptors “educational assessment”, “assessment methods”, “objective structured clinical examination”, “clinical competence”, “professional competence”, “clinical skills”, “student competence”, “student skills”, “physiotherapy” and the Booleans “OR” and “AND”. Results: The initial number of identified publications was 3,242. From these, seven were included in this review. Two studies were developed in Brazil, four in Australia and one in Canada. The studies were scored 7 to 12 regarding methodologic quality, and 1B and 2B regarding scientific evidence. Conclusion: Students’ clinical abilities were grouped into three classes: cognitive, psychomotor and affective, and four studies described their use. There is very little evidence of the use of OSCE, but the instrument can be applied to evaluate skills and competences in Physiotherapy teaching.

scholarly journals Evaluation of medical student retention of clinical skills following simulation training

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Gozie Offiah ◽  
Lenin P. Ekpotu ◽  
Siobhan Murphy ◽  
Daniel Kane ◽  
Alison Gordon ◽  
...  
Keyword(s):  
Medical Student ◽  
Student Retention ◽  
Simulation Training ◽  
Clinical Skills
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