scholarly journals Using the Objective Structured Teaching Ecounter to Assess Resident Teaching Skills

2021 ◽  
Vol 53 (6) ◽  
pp. 453-456
Author(s):  
Sangrok Oh ◽  
Timothy Servoss ◽  
Diana Wilkins
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Rating Scale ◽  
Clinical Teaching ◽  
Assessment Tool ◽  
Teaching Strategy ◽  
Skill Assessment ◽  
Constructive Feedback ◽  
Structured Teaching ◽  
Family Medicine Residents

Background and Objectives: Residents are often the primary educators for medical students during their clinical years. Residency training programs are therefore responsible for providing resident educator training. This, in turn, requires an assessment tool to ensure residents demonstrate the knowledge, skills, and behaviors required for their teaching responsibilities. To this end, a rating scale was developed and applied during an objective structured teaching encounter (OSTE). The purposes of this study were to gather qualitative impressions of family medicine residents regarding participation in the OSTE and reliability evidence for the OSTE instrument. Methods: All 41 family medicine residents participated in the study. Prior to the OSTE, residents received instruction on the five microskills clinical teaching model. Medical students assisted as standardized learners for the encounter and faculty served as assessors. We conducted focus groups to solicit resident feedback. Results: Residents demonstrated evidence of the five microskills. Feedback on the OSTE process from the interns was positive, noting that the experience helped increase their confidence to teach, as well as provided a useful method to practice a teaching strategy. The assessment tool evidenced good internal consistency and interrater reliability. Conclusions: The OSTE is an easy-to-implement and reliable method for resident educator skill assessment that left residents feeling more confident and better equipped to give constructive feedback during teaching encounters.

Undergraduate performance assessment

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.

Service-Learning in Healthy Aging for Medical Students and Family Medicine Residents

2002 ◽  
Vol 15 (3) ◽  
pp. 353-361 ◽  
Author(s):  
Staci Young ◽  
Tovah Bates ◽  
Marie Wolff ◽  
Cheryl A. Maurana
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Service Learning ◽  
Healthy Aging ◽  
Family Medicine Residents

scholarly journals MiniCex as an Assessment Tool of a Medical Course Internship Program

2020 ◽  
Vol 44 (1) ◽  
Author(s):  
Céres Larissa Barbosa de Oliveira ◽  
Simone Appenzeller ◽  
Cezar Augusto Muniz Caldas
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Planning Process ◽  
Rating Scale ◽  
Assessment Tool ◽  
Real Life ◽  
Program Assessment ◽  
Basic Knowledge ◽  
Course Management ◽  
Cross Sectional

Abstract: Introduction: Program assessment is the process of data collection about a course or teaching program that takes into consideration the aspects of cost-effectiveness, checking the adequacy of the evaluation according to the course purpose and the program capacity to yield changes in real life. Such regular assessments provide feedback to the decision-making process that aim at better teaching and learning practices. The Mini Clinical Evaluation Exercise (MiniCex) is a performance rating scale designed to assess the skills that medical students and residents need in real-life situations with patients. Considering the importance of program assessment for an institution, the utilization of the MiniCex data might be of great value for the follow-up of students and the course, helping the planning process and generating improvements in the institution. Therefore, the objective of this study is to assess the program using MiniCex in the beginning of the medical internship, aiming to determine in what areas of the basic and pre-clinical course the students have more difficulties. Methods: A cross-sectional descriptive study was carried out, using the retrospective data obtained by the MiniCex forms that were applied to the 9th-semester medical students, which correspond to the first semester of medical internship in the Federal University of Pará. A total of 111 students was assessed, among the 154 students eligible for internship, from August 2017 to July 2018. Results: Among the performed evaluations, with 97% being requested by the teachers, most of them (72%) were about new cases, and 45% and 38% had low or moderate complexity, respectively. There was a predominance of musculoskeletal system disorders (27.7%), followed by the gastrointestinal/hepatology system (14.8%). Concerning the skills in each domain, the performance was satisfactory in all of them. We observed that 12% of the students had difficulties in at least one area, followed by 6.3% of students with difficulties in 2 areas and 4.5% with an unsatisfactory performance in 3 or more areas. Conclusion: the MiniCex, when applied to internship students, showed to be a source of important and useful information, as part of a program assessment concerning the areas preceding the internship. The analysis of the obtained data was sent to teachers of the pre-internship, internship and course management areas. To the first ones, with the objective of reviewing their programs, detecting where they can intervene and, thus, make changes that aim a better acquisition of basic knowledge by the students and, consequently, improve their performance. To the second ones, to provide an overview of where they will have to focus their programs according to the needs of the medical students who reach the internship. Finally, to the course management, as a guide of what should be supervised by the professionals teaching the semesters that precede the internship.

scholarly journals US Medical Trainees’ Knowledge of Human Papilloma Virus and Head and Neck Cancer

2019 ◽  
Vol 162 (1) ◽  
pp. 56-59 ◽  
Author(s):  
Benjamin M. Laitman ◽  
Lukas Ronner ◽  
Kristin Oliver ◽  
Eric Genden
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Human Papilloma Virus ◽  
Head And Neck ◽  
Hpv Vaccine ◽  
Educational Interventions ◽  
Hpv Infection ◽  
Papilloma Virus ◽  
Medical Trainees ◽  
Family Medicine Residents

Given the increasing incidence of human papilloma virus (HPV)–positive head and neck cancers (HNCs), discussion of this oncologic outcome should be incorporated into HPV vaccine counseling practices. Yet, preliminary evidence shows that knowledge of the association between HPV and HNC is lacking among most medical trainees. To better characterize this deficit, we nationally assessed knowledge of HPV’s association with HNC among medical students and residents across 4 specialties (pediatrics, obstetrics and gynecology, family medicine, and otolaryngology). A total of 3141 responses from 46 states were obtained (n = 402 pediatric residents, n = 346 obstetrics/gynecology residents, n = 260 family medicine residents, n = 87 otolaryngology residents, and n = 2045 medical students). Only 40.3% of surveyed medical students and 56.1% of surveyed obstetrics/gynecology, pediatrics, and family medicine residents identified associations between persistent HPV infection and HNC. When counseling on the vaccine, nonotolaryngology residents more often discussed cervical cancer (99.8%) as compared with HNC (39.7%), commonly because of less HNC knowledge (61.5%). These results suggest that it is imperative to develop educational interventions targeted at medical students and resident trainees on the front line of HPV vaccine counseling and administration.

scholarly journals Competency differences in ECG interpretations between medical students, interns, and family residents

2020 ◽  
Vol 41 (Supplement_2) ◽  
Author(s):  
H Alanazi ◽  
A Ahmed ◽  
M Alsadi ◽  
S Almousa ◽  
E Homoud ◽  
...  
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Care Facility ◽  
Health Care Facility ◽  
P Value ◽  
Study Cohort ◽  
Multiple Choice Questions ◽  
Cross Sectional ◽  
Medical Interns ◽  
Family Medicine Residents

Abstract Background The 12-lead electrocardiogram (ECG) is an indispensable screening and diagnostic tool used to identify cardiovascular abnormalities as well as fatal cardiac emergencies. Our aim was to identify whether a competency difference in interpreting ECG strips between medical students, interns, and family residents exists. Methods A cross-sectional, single-center study conducted at tertiary health care facility and its academic institution. Participants were given a self-administered questionnaire which consisted of a demographic sheet and 10-ECGs each with 9 multiple choice questions about the basic ECG parameters. Correct answer was given a 1-point score, with the minimum and maximum scores being 0 and 90, respectively. Results The total participants were 93; 54 (58.1%) medical students, 27 (29.0%) interns, and 12 (12.9%) family Medicine residents. Medical students had a statistically significant higher mean score 84.7±9.5 when compared to the medical interns 73.4±12.9 (p<0.001) and family medicine residents 58.2±18.0 (p<0.001). There were no differences in the mean scores between male and female medical students and interns. However, female family medicine residents had a higher mean score when compared to their male colleagues (p-value=0.04). Medical students performed better in detection of more than 65% of all ECG parameters when compared to the interns and residents. Fifty-seven (61.3%) reported that ECGs exposure during their medical program was not sufficient. Lectures were reported as the most effective modality of ECG teaching among 38 medical students (70.4%) and 9 residents (75.0%). However, 9 medical interns reported self-teaching (33.3%) as effective as standard lectures (33.3%) in teaching ECG. Conclusion Among our study cohort, medical students had higher ECGs-related skills, interpretation skill and more reading competency than medical interns and family residents. Most used method of learning ECG in all levels was lectures. Although Study generalizability is limited, refining ECG reading skills is required. Funding Acknowledgement Type of funding source: None

A Place for Plant-Based Nutrition in US Medical School Curriculum: A Survey-Based Study

2021 ◽  
pp. 155982762098867
Author(s):  
Kara F. Morton ◽  
Diana C. Pantalos ◽  
Craig Ziegler ◽  
Pradip D. Patel
Keyword(s):  
Medical Students ◽  
Family Medicine ◽  
Medical School ◽  
Nutrition Education ◽  
Medical Training ◽  
Lifestyle Modification ◽  
School Curriculum ◽  
Medical School Curriculum ◽  
Curricular Reform ◽  
Family Medicine Residents

Purpose. To evaluate medical students’ and family medicine residents’ perceptions of their current degree of nutrition training in general and regarding a whole-foods, plant-based (WFPB) diet. Methods. An original survey instrument was administered to medical students and family medicine residents. Quantitative and qualitative data were collected to evaluate perceptions of nutrition education in medical training, a WFPB diet, and ideas for nutrition-focused curricular reform. Results. Of the 668 trainees surveyed, 200 responded (response rate = 30%). Of these, 22% agreed that they received sufficient nutrition education in medical school and 41% agreed that a WFPB diet should be a focus. Respondents with personal experiences with a plant-based diet were more willing to recommend it to future patients. Common ideas for curricular reform were instruction on a WFPB diet along with other healthy dietary patterns, patient counseling, a dedicated nutrition course, and electives. Conclusions. Nutrition education in US medical training needs improvement to address the growing burden of obesity-related chronic disease. Proper nutrition and lifestyle modification should therefore play a larger role in the education of future physicians. A focus on plant-predominant diets, such as the WFPB diet, may be an acceptable and effective addition to current medical school curriculum, and deserves further study.

scholarly journals Assessing Family Medicine Residents’ Communication Skills in Oman Using the Communication Assessment Tool: A Cross-sectional Study

2021 ◽  
Keyword(s):  
Family Medicine ◽  
Communication Skills ◽  
Primary Care Physicians ◽  
Assessment Tool ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Communication Assessment ◽  
The Family ◽  
Family Medicine Residents

Objective: Primary care physicians are the first means of access to further healthcare services and act as a doorkeeper for different specialties at the secondary and tertiary levels; thus, communication skills are one of the most vital skills to be taught to residents in the family medicine specialty. This study aimed to evaluate the communication skills of family medicine residents in Oman from the perspective of their patients. Methods: This cross-sectional study was performed at the Family and Community Medicine Clinic of Sultan Qaboos University Hospital as well as various Ministry of Health training health centers in Muscat, Oman. An Arabic version of the validated 14-item Communication Assessment Tool (CAT) was used to evaluate patients’ perceptions regarding the communication skills of family medicine residents at the end of their consultation. Data were collected between September 2020 and May 2021 from 602 patients who received care or interacted with 60 residents from the Oman Medical Specialty Board (OMSB) Family Medicine Residency Program at different residency levels. Results: The mean percentage of CAT items rated as excellent was 73.8%. The item “Treated me with respect” was most commonly rated as excellent (84.2%), whilst the item "Involved me in decisions as much as I wanted" was least frequently rated as excellent (62.0%). Various factors were found to significantly affect CAT rating, including residency level, type of clinic, number of times seeing the same resident, and the patient's education level. In contrast, other factors such as time of consultation, the gender of either the resident or the patient, and the nationality of the patient did not affect CAT rating. Conclusion: Some areas of weakness especially with the item "encouraged me to ask questions" and involved me in decisions as much as I wanted" identified in the communication skills of OMSB family medicine residents. These findings are comparable with those reported by similar studies worldwide.

scholarly journals Comprehensiveness of Distributed Medical Education Systems: A Regional Population-Based Perspective

2020 ◽  
Author(s):  
Andrea Burrows ◽  
Kevin Laupland
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Family Medicine ◽  
Academic Research ◽  
Population Based ◽  
Northern Region ◽  
Clinical Faculty ◽  
Research Activities ◽  
Academic Faculty ◽  
Family Medicine Residents

Abstract Background: The core business of medical schools includes clinical (education and service) and academic (research) activities. Our objective was to assess the degree to which these activities exist in a distributed medical education system in Canada. Methods: A population-based design was utilized. Programs were contacted and public records were searched for medical trainees and faculty positions within a province in Canada during the 2017/2018 academic year. Data were expressed as positions per 100,000 residents within the Lower Mainland, Island, and Northern and Southern interior regions. Results: Substantial differences in the distribution of medical students by region was observed with the highest observed in the Northern region at 45.5 per 100,000 as compared to Lower Mainland, Island, and Southern regions of 25.4, 16.8, 16.0 per 100,000, respectively. The distribution of family medicine residents was less variable with 14.9, 10.7, 8.9, and 5.8 per 100,000 in the Northern, Island, Southern, and Lower Mainland regions, respectively. In contrast, there was a marked disparity in distribution of specialty residents with 40.8 per 100,000 in the Lower Mainland as compared to 7.5, 3.2, and 1.3 per 100,000 in the Island, Northern, and Southern regions, respectively. Clinical faculty were distributed with the highest observed in the Northern region at 180.4 per 100,000 as compared to Southern, Island, and Lower Mainland regions of 166.9, 138.5, and 128.4, respectively. In contrast, academic faculty were disproportionately represented in the Lower Mainland and Island regions (92.8 and 50.7 per 100,000) as compared to the Northern and Southern (1.4 and 1.2 per 100,000) regions, respectively. Conclusion: While there has been successful redistribution of medical students, family medicine residents, and clinical faculty, this has not been the case for specialty residents and academic faculty.

scholarly journals Supporting paediatric residents as teaching advocates: Changing students’ perceptions

2020 ◽  
Vol 5 (3) ◽  
pp. 62-70
Author(s):  
Benny Kai Guo Loo ◽  
Koh Cheng Thoon ◽  
Jessica Hui Yin Tan ◽  
Karen Donceras Nadua ◽  
Cristelle Chu-Tian Chow
Keyword(s):  
Medical Students ◽  
Teaching Effectiveness ◽  
Intervention Group ◽  
Teaching Competencies ◽  
Teaching Platform ◽  
Constructive Feedback ◽  
Significant Difference ◽  
Structured Teaching ◽  
Logistic Support ◽  
Common Barriers

Introduction: Residents-as-teachers (RAT) programmes benefit both medical students and residents. However, common barriers encountered include busy clinical duties, congested lesson schedules and duty-hour regulations. Methods: The study aimed to determine if providing a structured teaching platform and logistic support, through the Paediatric Residents As Teaching Advocates (PRATA) programme, would enhance residents’ teaching competencies and reduce learning barriers faced by medical students. The programme was held over 23 months and participated by 502 medical students. Residents were assigned as intervention group tutors and conducted bedside teachings. The evaluation was performed by medical students using paper surveys with 5-point Likert scales at the start and end of the programme. Results: We found that students in the intervention groups perceived residents to be more competent teachers. The teaching competencies with the most significant difference were residents’ enthusiasm (intervention vs control: 4.34 vs 3.92), giving constructive feedback (4.23 vs 3.83) and overall teaching effectiveness (4.27 vs 3.89). Higher scores indicated better teaching competency. Similarly, the intervention groups perceived fewer barriers. More improvement was noted in the intervention groups with regards to busy ward work as a teaching barrier as the scores improved by 0.49, compared to 0.3 in the control groups. Conclusions: This study demonstrated that providing a structured teaching platform could enhance residents’ teaching competencies and logistic support could help overcome common barriers in RAT programmes. This combination could enhance future RAT programmes’ effectiveness.

Sign in / Sign up

Export Citation Format

Share Document