scholarly journals Impact of a Hands-on Knee Exam Workshop on Medical Student Clinical Examination Scores

PRiMER ◽  
2019 ◽  
Vol 3 ◽  
Author(s):  
Mohammed Miniato ◽  
Paul Schaefer ◽  
David Weldy
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Family Medicine ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination ◽  
Positive Outcomes ◽  
Teaching Techniques ◽  
Hands On ◽  
The Family ◽  
The University

Introduction: The goal of this research project was to retrospectively evaluate the effect of a voluntary hands-on musculoskeletal knee exam workshop, presented to medical students in the family medicine rotation at the University of Toledo, on the outcomes of a required objective structured clinical examination (OSCE). Methods: We analyzed student OSCE scores for both knee and back exams before (July 2011 to June 2012) and after (August 2013 to June 2015) the workshop was offered. The analysis was based on those who attended the voluntary knee exam workshop and those who did not. We compared scores between the two groups of students using two-tailed t testing and χ2 testing, and assessed the correlation of attending the workshop to passing the knee OSCE. Results: One hundred eighty-seven students attended the workshop and 279 did not. During the period when the workshop was offered, the overall mean score on the knee OSCE was 59.5% for the 187 who attended the workshop and 35.9% for the 116 who did not, which was significantly different (P<.001). A χ2 test with α=0.05 showed that attending the workshop correlated with completing at least 70% of maneuvers acceptably during the knee OSCE (P<.001). Conclusions: Our study yielded positive outcomes on OSCE scores, comparable to other studies that investigated the effect of similar teaching techniques. Comparison of the scores of those who attended the knee workshop on the simpler back exam OSCE, in which no workshop was offered, demonstrated the efficacy of the workshop.

A ‘Fair Play’? Comparison of an Objective Structured Clinical Examination of Final Year Medical Students Training in Psychiatry and their Supervisors' Appraisals

2002 ◽  
Vol 10 (4) ◽  
pp. 444-447 ◽  
Author(s):  
Pamela Melding ◽  
John Coverdale ◽  
Elizabeth Robinson
Keyword(s):  
Medical Students ◽  
Student Performance ◽  
Clinical Examination ◽  
Good Method ◽  
Previous Method ◽  
Objective Structured Clinical Examination ◽  
Simulated Patients ◽  
Written Test ◽  
Method Of Evaluation ◽  
The University

Objective: Expected standards for student performance in psychiatry can vary between supervisors and institutions. Recently, the University of Auckland required its academic departments to have an objective standard assessment or test for each student on a clinical attachment. We aimed to compare an objective structured clinical examination of final year medical students training in psychiatry and their supervisors' appraisals. Method: Assessment in psychiatry initially consisted of a two-hour written test. Subsequently, the test in psychiatry changed to a standardised, modified, objective, structured, clinical examination (OSCE) using simulated patients. The clinical supervisor rated each student on a set of clinical parameters using a scale of 1-6. In addition, members of the academic department of psychiatry separately tested the students with a modified OSCE on the last day of their clinical attachment. The results of the OSCE are compared with clinical attachment assessments and the previous method of evaluation, the written test. Results: There was no correlation between the written test and the supervisor's assessment for the clinical attachment indicating that the written test was not a good method of evaluating student performance. The correlation between the clinical attachment grading and the OSCE for year 1 was 0.4 (p=0.002) and for year 2 was 0.5 (p=0.001). However, marks for the OSCE were consistently lower than those given for the clinical attachment. Conclusions: The introduction of the modified OSCE had the desired outcome of changing students' focus from the pursuit of theoretical knowledge to the attainment of practical skills.

scholarly journals Mental illness in the family: an experiment in medical student teaching

1991 ◽  
Vol 15 (12) ◽  
pp. 747-748
Author(s):  
Anne McFadyen
Keyword(s):  
Mental Illness ◽  
Medical Student ◽  
Medical Students ◽  
Student Teaching ◽  
Child Psychiatry ◽  
Hands On ◽  
The Family ◽  
Medical Student Teaching

In 1987, 38% of Royal Free medical students answered the question “How could the child psychiatry course be improved?” by asking for “more”-in particular, they wanted more “hands on” experience.

scholarly journals The OSCE-experiment at MEDUNSA

Curationis ◽  
1982 ◽  
Vol 5 (1) ◽  
Author(s):  
J.G.P. Van Niekerk ◽  
S.A. Lombard
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Conventional Approach ◽  
Objective Structured Clinical Examination ◽  
Nursing Science ◽  
Wide Range ◽  
The University

The newly-established Department of Nursing Science at MEDUNSA had provisionally decided to use the conventional approach to the clinical examination of the ten pre-registration students on the B.Cur. course. During October 1981 Professor R. M. Harden, Professor in Medical Education, University of Dundee, Scotland, paid a lecture visit to MEDUNSA. In one lecture Professor Harden described a method used for examining clinical skills of medical students in the University of Dundee. It is called the Objective Structured Clinical Examination (OSCE). It consists of an examination in which a wide range of skills are evaluated through practical, written and oral methods of assessment.

An Open Source Solution for “Hands-on” teaching of PET/CT to Medical Students under the COVID-19 Pandemic

2020 ◽  
Author(s):  
Martin Biermann ◽  
Salim Kanoun ◽  
Trond Davidsen ◽  
Robert Gray
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Student Survey ◽  
Technical Challenge ◽  
Course Work ◽  
Pet Ct ◽  
Hands On ◽  
Hands On Learning ◽  
Central Image ◽  
The University

Abstract Aims Since 2017, medical students at the University of Bergen were taught PET/CT “hands-on” by viewing PET/CT cases in native format on diagnostic workstations in the hospital. Due to the COVID-19 pandemic, students were barred access. This prompted us to launch and evaluate a new freeware PET/CT viewing system hosted in the university network. Methods We asked our students to install the multiplatform Fiji viewer with Beth Israel PET/CT plugin (http://petctviewer.org) on their personal computers and connect to a central image database in the university network based on the public domain orthanc server (https://orthanc-server.com). At the end of course, we conducted an anonymous student survey. Results The new system was online within eight days, including regulatory approval. All 76 students (100 %) in the fifth year completed their course work, reading five anonymized PET/CT cases as planned. 41 (53 %) students answered the survey. Fiji was challenging to install with a mean score of 1.8 on a 5-point Likert scale (5 = easy, 1 = difficult). Fiji was more difficult to use (score 3.0) than the previously used diagnostic workstations in the hospital (score 4.1; p < 0.001, paired t-test). Despite the technical challenge, 47 % of students reported having learnt much (scores 4 and 5); only 11 % were negative (scores 1 and 2). 51 % found the PET/CT tasks engaging (scores 4 and 5) while 20 % and 5 % returned scores 2 and 1, respectively. Conclusion Despite the initial technical challenge, “hands-on” learning of PET/CT based on the freeware Fiji/orthanc PET/CT-viewer was associated with a high degree of student satisfaction. We plan to continue running the system to give students permanent access to PET/CT cases in native format regardless of time or location.

scholarly journals The 3rd year Radiology Medical Student Clerkship Objective Structured Clinical Examination (OSCE)

MedEdPORTAL ◽  
2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Jeffrey Brooks ◽  
Christina Lebedis ◽  
Kitt Shaffer ◽  
Stephanie Coleman
Keyword(s):  
Medical Student ◽  
Clinical Examination ◽  
Objective Structured Clinical Examination

scholarly journals Thomas Graham Brown, 1882-1965

1966 ◽  
Vol 12 ◽  
pp. 22-33 ◽  
Keyword(s):  
Nineteenth Century ◽  
Medical Student ◽  
Medical School ◽  
Royal College ◽  
Royal Navy ◽  
The Family ◽  
Reflex Movement ◽  
The University ◽  
Edinburgh Medical

Thomas Graham Brown was a neurophysiologist well known in the twenties for the detailed studies of reflex movement and posture which he made by Sherrington’s methods, and perhaps better known in the thirties as the redoubtable climber who had found several new routes to the summit of Mont Blanc. He was born in 1882 in Edinburgh. His father, Dr J. J. Graham Brown, was to be President of the Royal College of Physicians of Edinburgh in 1912 and was related to several of the eminent doctors who had maintained the reputation of the Edinburgh Medical School throughout the nineteenth century. It was natural therefore that the son should be trained to medicine and should go to his father’s school, the Edinburgh Academy, and afterwards to the University as a medical student. There were four children in the family, Thomas, the eldest, a brother who became a Captain in the Royal Navy, one who became an architect and one sister. The two elder boys used sometimes to sail with their father in the yacht which he shared with a friend, and in Thomas the interest revived when he was too old for climbing but could still make long cruises in a small motor boat. When he was a schoolboy he was fond of swimming and diving, skating and golf, but there was a period when his eyesight was troublesome and he was sent to an oculist friend of his father in Wiesbaden to be treated and to learn German.

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