Remediation with feedback for medical students who perform poor standard of communication: based on a clinical practice examination and an objective structure Clinical examination

2018 ◽  
Vol 18 (9) ◽  
pp. 45-59
Author(s):  
Tae Seon Lee ◽  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Clinical Examination ◽  
Objective Structure Clinical Examination ◽  
Clinical Practice Examination

scholarly journals Algorithm for professional communication in medical settings

2017 ◽  
Vol 2 (4) ◽  
pp. 020477
Author(s):  
Vitaliy Bezsheiko ◽  
Inna Davydenko
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Clinical Examination ◽  
Educational Material ◽  
Professional Communication ◽  
Objective Structured Clinical Examination ◽  
Medical Settings ◽  
Short Algorithm

This is a short algorithm for professional communication in specific clinical situations. Recommendations are developed on the basis of the guidelines on objective structured clinical examination. It is an educational material, intended for medical students and physicians, who have just started a clinical practice.

Principles of clinical examination in adults

2013 ◽  
pp. 49-60
Author(s):  
Lesley Kay
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Sensitivity And Specificity ◽  
Clinical Examination ◽  
Musculoskeletal System ◽  
Evidence Base ◽  
Working Lives ◽  
Core Set ◽  
Short Courses ◽  
Musculoskeletal Examination

Clinical examination of the musculoskeletal system is upheld as being of fundamental importance, and yet it is generally poorly performed, and individual clinical examination tests have a scanty evidence base. This chapter covers the importance of musculoskeletal examination skills and evidence that such skills have been poorly taught and are poorly performed in practice. Surveys of practitioners show low confidence in the ability to perform musculoskeletal examination. Reviews of clinical practice show low levels of undertaking and recording of musculoskeletal examination, and many conditions are missed. The chapter describes also the efforts made to address and improve this situation and describes in particular two programmes of examination. These are the Gait, Arms, Legs and Spine (GALS) screening examination, and the Regional Examination of the Musculoskeletal System (REMS) core set of examination skills for medical students. These are based on best available evidence and consensus, and have a limited evaluation. Short courses based on these skills show an increase in confidence which appears to be maintained in the short term. Postgraduate examination skills requirements are less well defined. Examination tests should be evaluated in terms of their validity, reproducibility, sensitivity, and specificity in the situations in which they are to be used. Rheumatologists and others using this textbook will be in key positions to address the training and competence of doctors and other practitioners working with patients with musculoskeletal conditions in their normal working lives as well as in formal teaching situations.

scholarly journals Accuracy of anemia diagnosis by physical examination

2007 ◽  
Vol 125 (3) ◽  
pp. 170-173 ◽  
Author(s):  
Isabela Martins Benseñor ◽  
Ana Luísa Garcia Calich ◽  
André Russowsky Brunoni ◽  
Fábio Ferreira do Espírito-Santo ◽  
Renato Lendimuth Mancini ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Physical Examination ◽  
Clinical Examination ◽  
Evaluation Method ◽  
Tertiary Care ◽  
The Real ◽  
Level Method ◽  
The Mean ◽  
Attending Physicians

CONTEXT AND OBJECTIVES: Quantification of clinical signs such as the presence or absence of pallor at clinical examination is a key step for making diagnoses. The aim was, firstly, to evaluate two methods for anemia diagnosis by physical examination: four-level evaluation (crosses method: +/++/+++/++++) and estimated hemoglobin values, both performed by medical students and staff physicians; and secondly, to investigate whether there was any improvement in assessment accuracy according to the number of years in clinical practice. DESIGN AND SETTING: Forty-four randomly selected physicians and medical students in a tertiary care teaching hospital completed a physical examination on five patients with mild to severe anemia. METHODS: The observers used four-level evaluation and also predicted the hemoglobin level. Both methods were compared with the real hemoglobin value as the gold standard. RESULTS: The mean estimated hemoglobin value correlated better with the real hemoglobin values than did the four-level evaluation method, for attending physicians, residents and students (Spearman's correlation coefficients, respectively: 1.0, 1.0 and 0.9 for guessed hemoglobin and -0.8, -0.8 and -0.7 for the four-level evaluation method). There were no differences in the mean "guessed" hemoglobin values from attending physicians, residents and students. However, the correlation between guessed hemoglobin value and the four-level method was positive for attending physicians, thus suggesting some kind of improvement with time (p = 0.04). CONCLUSIONS: This study showed that estimated hemoglobin was more accurate than evaluation by the four-level method. The number of years in clinical practice did not improve the accuracy of clinical examination for anemia.

scholarly journals Interventional radiology and artificial intelligence in radiology: Is it time to enhance the vision of our medical students?

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Pierre Auloge ◽  
Julien Garnon ◽  
Joey Marie Robinson ◽  
Sarah Dbouk ◽  
Jean Sibilia ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Interventional Radiology ◽  
Clinical Practice ◽  
Medical Students ◽  
Medical Curriculum ◽  
New Technology ◽  
Large Population ◽  
The Other ◽  
Clinical Phase ◽  
Preclinical Phase

Abstract Objectives To assess awareness and knowledge of Interventional Radiology (IR) in a large population of medical students in 2019. Methods An anonymous survey was distributed electronically to 9546 medical students from first to sixth year at three European medical schools. The survey contained 14 questions, including two general questions on diagnostic radiology (DR) and artificial intelligence (AI), and 11 on IR. Responses were analyzed for all students and compared between preclinical (PCs) (first to third year) and clinical phase (Cs) (fourth to sixth year) of medical school. Of 9546 students, 1459 students (15.3%) answered the survey. Results On DR questions, 34.8% answered that AI is a threat for radiologists (PCs: 246/725 (33.9%); Cs: 248/734 (36%)) and 91.1% thought that radiology has a future (PCs: 668/725 (92.1%); Cs: 657/734 (89.5%)). On IR questions, 80.8% (1179/1459) students had already heard of IR; 75.7% (1104/1459) stated that their knowledge of IR wasn’t as good as the other specialties and 80% would like more lectures on IR. Finally, 24.2% (353/1459) indicated an interest in a career in IR with a majority of women in preclinical phase, but this trend reverses in clinical phase. Conclusions Development of new technology supporting advances in artificial intelligence will likely continue to change the landscape of radiology; however, medical students remain confident in the need for specialty-trained human physicians in the future of radiology as a clinical practice. A large majority of medical students would like more information about IR in their medical curriculum; almost a quarter of students would be interested in a career in IR.

Clinical practice examination: Experience with discents at the health area in Brazil

2021 ◽  
Author(s):  
Simone Yuriko Kameo ◽  
Glebson Moura Silva ◽  
Namie Okino Sawada ◽  
Bruno Ferreira Amorim ◽  
Jessica Santos Costa ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Health Area ◽  
Clinical Practice Examination

scholarly journals Effects of high-fidelity simulation education on medical students’ anxiety and confidence

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251078
Author(s):  
Ji Hye Yu ◽  
Hye Jin Chang ◽  
Soon Sun Kim ◽  
Ji Eun Park ◽  
Wou Young Chung ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Patient Care ◽  
Clinical Setting ◽  
Clinical Performance ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Simulation Education ◽  
Before And After ◽  
Care Situation

Introduction Psychological factors such as anxiety and confidence that students have in the patient care situation are important in that this affects the actual clinical performance. Students who are just starting clinical practice have a lack of clinical knowledge, skill proficiency, and patient communication skills, so they experience anxiety and lack of confidence in clinical setting. Practice in a safe environment, such as simulation education, can help students perform more settled and competently in patient care. The purpose of this study was to analyze the effect of high-fidelity simulation experience on anxiety and confidence in medical students. Materials and methods This study enrolled 37 5th-year students at Ajou University School of Medicine in 2020. Two simulation trainings were implemented, and a survey was conducted to measure students’ level of anxiety and confidence before and after each simulation. Based on the research data, a paired t-test was conducted to compare these variables before and after the simulation, and whether this was their first or second simulation experience. Results Students had a significantly lower level of anxiety and a significantly higher level of confidence after the simulation than before. In addition, after one simulation experience, students had less anxiety and more confidence before the second simulation compared to those without simulation experience. Conclusions We confirmed that medical students need to be repeatedly exposed to simulation education experiences in order to have a sense of psychological stability and to competently deliver medical treatment in a clinical setting. There is a practical limitation in that medical students do not have enough opportunities to meet the patients during clinical practice in hospitals. Therefore, in order to produce excellent doctors, students should have the expanded opportunities to experience simulation education so they can experience real-world medical conditions.

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