scholarly journals Because Life Is Open Book: An Open Internet Family Medicine Clerkship Exam

PRiMER ◽  
2017 ◽  
Vol 1 ◽  
Author(s):  
Deborah Erlich
Keyword(s):  
Family Medicine ◽  
Student Performance ◽  
Clinical Performance ◽  
Resource Assessment ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Final Exam ◽  
Medicine Clerkship ◽  
Novel Approach ◽  
Competency Based

Introduction: A core principle of family medicine is information mastery, or application of principles of evidence-based medicine in clinical practice. While information mastery teaching and assessment are beginning to permeate postgraduate family medicine training programs, and while exciting literature on new open resource assessment methods is emerging, there are no prior descriptions of examinations that specifically assess medical students’ information mastery competency. Methods: To test information mastery competency, a novel final exam for the family medicine clerkship was developed, implemented, and evaluated. During the timed exam, the competency-based information mastery assessment (IMA) requires students to look up evidence-based information using web resources to answer case-based questions. Exam feasibility was tested with pilot examinees whose reactions were gauged. Student performance on the traditional closed book knowledge assessment (KA) was compared with performance on the open internet IMA. Exam performance was compared with preceptor ratings of students’ clinical performance. Low performers were further analyzed for preceptors’ ratings of specific student skills in information mastery and self-directed learning. Results: An open internet IMA testing knowledge application and information mastery skills is not only feasible but can also be educational. Student performance scores on the open internet IMA do not differ from scores on the closed book KA. Students describe many positive features of this open internet IMA. Student performance on the competency-based IMA correlates with clinical ratings by preceptors and with preceptors’ judgment of information mastery skills. Conclusions: A novel approach to assessment in family medicine clerkships may be used to assess student competency in information mastery. Further research is needed for enhanced exam validation.

scholarly journals Evaluation of a Quality Improvement Experience for Family Medicine Clerkship Students

2021 ◽  
Vol 53 (10) ◽  
pp. 882-885
Author(s):  
Geoffrey Mills ◽  
Samantha Kelly ◽  
Denine R. Crittendon ◽  
Amy Cunningham ◽  
Christine Arenson
Keyword(s):  
Medical Education ◽  
Quality Improvement ◽  
Family Medicine ◽  
Postgraduate Medical Education ◽  
Group Discussion ◽  
School Curriculum ◽  
Self Directed Learning ◽  
Medicine Clerkship ◽  
Novel Approach ◽  
Directed Learning

Background and Objectives: There is emphasis on systems-based practice competencies and quality improvement (QI) training in postgraduate medical education. However, we lack effective approaches to provide experiences in these areas during undergraduate medical education. To address this, we developed a novel approach to providing didactic and experiential learning experiences in QI during a third-year family medicine clerkship. Methods: We implemented and evaluated a QI curriculum combining self-directed learning with real-world experience to increase knowledge and confidence in the plan-do-study-act (PDSA) process for family medicine clerkship students. Students collaborated and presented their change ideas in a “Shark Tank” format for practice leaders at the end of their rotation. We used pre- and postcurriculum surveys to assess knowledge of and comfort with completing QI projects. Results: Three hundred eighty-nine students completed precurriculum surveys and 242 completed postcurriculum surveys. Pre- and postlearning evaluations revealed an increase in agreement or strong agreement with self-reported understanding of specific QI topic areas of 50%. Almost all (91.3%) reported feeling confident or reasonably confident in their ability to create change in health care after exposure to the curriculum, compared with 66.3% in the precurriculum survey. One-third of students (34%) reported intent to complete the Institute for Healthcare Improvement Open School curriculum in QI. Conclusions: Self-directed learning about QI, combined with practice observation, small-group discussion and presentation in a Shark Tank format was effective and engaging for learners. Students had limited preexisting knowledge of QI principles, suggesting a need for preclinical exposure to this topic. The family medicine clerkship provides an ideal environment for teaching QI.

A Mixed Exam Format Closes the Gap for Students with a Conflict between Their Religious Belief & the Theory of Evolution

2014 ◽  
Vol 76 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Kathrin F. Stanger-Hall ◽  
Julianne A. Wenner
Keyword(s):  
Student Performance ◽  
Religious Belief ◽  
Religious Conflict ◽  
Evidence Based ◽  
Introductory Biology ◽  
Final Exam ◽  
Constructed Response ◽  
Theory Of Evolution ◽  
Acceptance Of Evolution ◽  
Introductory Biology Course

We assessed the performance of students with a self-reported conflict between their religious belief and the theory of evolution in two sections of a large introductory biology course (N = 373 students). Student performance was measured through pretest and posttest evolution essays and multiple-choice (MC) questions (evolution-related and non-evolution-related questions) on the final exam and posttest. The two class sections differed only in exam format: MC with or without constructed-response (CR) questions. Although students with a reported conflict scored significantly lower on the final exam in the MC-only section, they scored equally well in the MC+CR section, and all students in the MC+CR section performed significantly better overall. As a result, (1) a religious conflict with evolution can be negatively associated with student achievement in introductory biology, but (2) assessment with constructed response was associated with a closed performance gap between students with and without a conflict. We suggest that differences in exam format and focus on student acceptance of evolution (either evidence-based or opinion), rather than reported conflict, may contribute to the inconsistencies in student learning of evolution across research studies, and that CR questions may help students overcome other obstacles to learning evolution.

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.

An Intervention Program for Advancing the Academic Performance of International Pathway “STAR”

2018 ◽  
pp. 71-95
Author(s):  
Donna Marie Velliaris
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Study Skills ◽  
Intervention Program ◽  
Independent Study ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Students At Risk ◽  
Support Strategy ◽  
Directed Learning

As part of an intervention and support strategy, this chapter discusses the evidence-based merits of a tertiary skills development (TSD) course delivered at the Eynesbury Institute of Business and Technology (EIBT) to “students at risk” (STAR). The effectiveness of the TSD course was measured via quantitative means by comparing students' academic performance before, during, and after TSD intervention. It was found that student performance analysed over three consecutive trimesters underwent a significant improvement when the support strategy was provided, followed by a small downturn in performance when the support was removed and students were again relying solely on their independent study skills and self-directed learning.

scholarly journals Design and Implementation of a Competency-Based Family Medicine Clerkship Curriculum

2019 ◽  
Vol 51 (3) ◽  
pp. 234-240 ◽  
Author(s):  
Benjamin Schneider ◽  
Frances E. Biagioli ◽  
Ryan Palmer ◽  
Peggy O'Neill ◽  
Sean C. Robinson ◽  
...  
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Student Perceptions ◽  
Care Transitions ◽  
Medical Decision ◽  
Clinical Experiences ◽  
Medicine Clerkship ◽  
Educational Value ◽  
Specific Teaching ◽  
Competency Based

Background and Objectives: Competency-based medical education (CBME) has been incorporated into graduate medical education accreditation and is being introduced in undergraduate medical education. Family medicine (FM) faculty at one institution developed a CBME FM clerkship to intentionally maintain the integrity of FM specialty-specific teaching during their institutional CBME curricular revision. Methods: From the five FM domains (Access to Care, Continuity of Care, Comprehensive Care, Coordination of Care, and Contextual Care), 10 competencies and 23 FM educational activities (EAs) were defined. The set of EAs encompasses the wide scope of care available to FM clerkship students. Students complete four required EAs (preventive care, care transitions, chronic disease management, and acute care) and select four additional EAs matching their interests. EA selection frequency and course evaluations were assessed for the first cohort of learners (N=156; February 2016-July 2017). Results: The most frequently selected EAs were: information coordination, procedures, and care of the family. The least selected were: patient e-communication, end-of-life care, and shared medical decision making. Student perceptions of the experience were strong prior to and after implementation. Conclusions: Having both required and selective EAs ensures a robust FM experience tailored to students’ interests. The FM CBME curriculum allowed comparable clinical experiences despite variations in clinical sites and preceptor scope. Because of its breadth, FM is uniquely suited to address multiple competencies; this demonstrates the educational value of required FM clerkships to institutional leaders interested in implementing CBME curriculum. The CBME framework can provide a structure for more intentional student-clinic assignments based on EAs available at specific sites.

scholarly journals e-Learning for enhancement of medical student performance at the Objective Structured Clinical Examination (OSCE)

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0253860
Author(s):  
Kyong-Jee Kim ◽  
Yeon Ji Lee ◽  
Mi Jin Lee ◽  
Young Hyo Kim
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Educational Intervention ◽  
Clinical Performance ◽  
National Average ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Clinical Competencies ◽  
E Learning ◽  
The Impact

This study aimed to investigate the impact of student e-learning on the development of clinical competencies. The study participants were 3rd year students (n = 43) at a private mid-sized medical school located in a South Korean suburb on a four-year medical program. Educational intervention was implemented to enhance student clinical performance. Students engaged in learning activities that intended to promote their self-directed learning abilities and clinical performances using e-learning resources. Intervention was conducted for the duration of six months during the 3rd year and its effectiveness was investigated by comparing student performances in OSCEs in a pre- and post- comparison format and also by comparing them with national scores. In addition, student perceptions of the impact of e-learning on their OSCE performances were assessed using a questionnaire, which included 36 items that elicited student perceptions of their experiences of e-learning and readiness for e-learning. Student OSCE scores improved significantly after educational intervention in all domains of clinical competencies assessed and for total scores (p < 0.001). Furthermore, students achieved higher OSCE scores than national average scores in the post-test, whereas they had performed lower than national average scores in the pre-test. Students showed neutral or slightly positive responses to the effectiveness of e-learning, and their perceptions of e-learning were not associated with their e-learning readiness scores. The study shows student OSCE performance improved significantly after educational intervention, which indicate the effectiveness of e-learning to support student learning of clinical performance. Despite significant improvements in student OSCE scores after e-learning, their perceptions of its effectiveness were neutral. Furthermore, student perceptions of e-learning were not associated with their readiness for it. Suggestions are made to help students use e-learning more effectively to enhance their clinical competencies.

scholarly journals (IV)Integrating evidence-based medicine skills into a medical school curriculum: a quantitative outcomes assessment

2020 ◽  
pp. bmjebm-2020-111391
Author(s):  
Laura Menard ◽  
Amy E Blevins ◽  
Daniel J Trujillo ◽  
Kenneth H Lazarus
Keyword(s):  
Medical School ◽  
Student Performance ◽  
Integrated Approach ◽  
First Year ◽  
Evidence Based ◽  
Approaches To Teaching ◽  
Differential Impact ◽  
Medicine Clerkship ◽  
Internal Medicine Clerkship ◽  
Based Medicine

ObjectivesThis research project aims to determine the potential differential impact of two curricular approaches to teaching evidence-based medicine (EBM) on student performance on an EBM assignment administered during the first year of clerkship. A meaningful result would be any statistically significant difference in scores on the assignment given to measure student performance.DesignIn order to assess and compare student learning under the different curricula, the principal investigator and a team of five faculty members blinded to assignment date and other possibly identifying details used a modified version of the previously validated Fresno rubric to retrospectively grade 3 years’ worth of EBM assignments given to students in clerkship rotations 1–3 (n=481) during the Internal Medicine clerkship. Specifically, EBM performance in three separate student cohorts was examined.SettingThe study took place at a large Midwestern medical school with nine campuses across the state of Indiana.ParticipantsStudy participants were 481 students who attended the medical school and completed the Internal Medicine clerkship between 2017 and 2019.InterventionsPrior to the inception of this study, our institution had been teaching EBM within a discrete 2-month time period during medical students’ first year. During a large-scale curricular overhaul, the approach to teaching EBM was changed to a more scaffolded, integrated approach with sessions being taught over the course of 2 years. In this study, we assess the differential impact of these two approaches to teaching EBM in the first 2 years of medical school.Main outcome measuresWe used clerkship-level EBM assignment grades to determine whether there was a difference in performance between those students who experienced the old versus the new instructional model. Clerkship EBM assignments given to the students used identical questions each year in order to have a valid basis for comparison. Additionally, we analysed average student grades across the school on the EBM portion of step 1.ResultsFour hundred and eighty-one assignments were graded. Mean scores were compared for individual questions and cumulative scores using a one-way Welch Analysis of Variance test. Overall, students performed 0.99 of a point better on the assignment from year 1 (Y1), prior to EBM curriculum integration, to year 3 (Y3), subsequent to EBM integration (p≤0.001). Statistically significant improvement was seen on questions measuring students’ ability to formulate a clinical question and critically appraise medical evidence. Additionally, on the United States Medical Licensing Examination (USMLE) step 1, we found that student scores on the EBM portion of the examination improved from Y1 to Y3.ConclusionsResults of this study suggest that taking a scaffolded, curriculum-integrated approach to EBM instruction during the preclinical years increases, or at the very least does not lessen, student retention of and ability to apply EBM concepts to patient care. Although it is difficult to fully attribute students’ retention and application of EBM concepts to the adoption of a curricular model focused on scaffolding and integration, the results of this study show that there are value-added educational effects to teaching EBM in this new format. Overall, this study provides a foundation for new research and practice seeking to improve EBM instruction.Trial registration numberIRB approval (Protocol number 1907054875) was obtained for this study.

scholarly journals Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics

2018 ◽  
Vol 96 (4) ◽  
pp. 411-419 ◽  
Author(s):  
Nafis I. Karim ◽  
Alexandru Maries ◽  
Chandralekha Singh
Keyword(s):  
Student Performance ◽  
Physics Education ◽  
Introductory Physics ◽  
Evidence Based ◽  
Active Engagement ◽  
Final Exam ◽  
Physics Courses ◽  
Engagement Strategies ◽  
Significant Difference ◽  
The Impact

We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses that make significant use of evidence-based active engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrollment and often had 100–200 students. The analysis of data for validated conceptual surveys presented here includes data from large numbers of students from two-semester sequences of introductory algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the Force Concept Inventory and the Conceptual Survey of Electricity and Magnetism, respectively. In the research discussed here, the performance of students in EBAE courses at a particular level is compared with LB courses in two situations: (i) the same instructor taught two courses, one of which was a flipped course involving EBAE methods and the other an LB course, while the homework, recitations, and final exams were kept the same; (ii) student performance in all of the EBAE courses taught by different instructors was averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, we find that students in courses that make significant use of active-engagement strategies, on average, outperformed students in courses using primarily LB instruction of the same type on conceptual surveys even though there was no statistically significant difference on the pretest before instruction. We also discuss correlation between the performance on the validated conceptual surveys and the final exam, which typically placed a heavy weight on quantitative problem solving.

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