USEFULNESS OF CONVENTIONAL KNOWLEDGE BASED CLINICAL EXAMINATION (SHORT CASE) VERSUS OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE) IN ACQUIRING CLINICAL COMPETENCE IN FINAL YEAR MBBS STUDENTS

2021 ◽  
pp. 56-58
Author(s):  
Rajesh Rajagopalan ◽  
V. Mohankumar ◽  
K. Revathi ◽  
K. G. Srinivasahan ◽  
B. R. Balamurugan
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Clinical Competence ◽  
Clinical Skills ◽  
Case Method ◽  
Examination System ◽  
College Hospital ◽  
Case Assessment ◽  
Score Pattern ◽  
The Way

Introduction: The way medical students learn is largely determined by the way they are assessed. There is a need to rationalize the examination system by giving due emphasis on internal assessment, and supplementing the traditional short case examination with more valid and reliable instruments for the assessment of clinical skills. To compare the Aims And Objectives: marks/score pattern between short case and OSCE and to study the students and faculty feedback about short case method of assessment versus OSCE. This study was conducted on 60 nal year MBBS students at the end of thei Methodology: r clinical posting in skin department of IRT Perundurai Medical College Hospital, Erode. Clinical assessment was rst done on short case and then by administering OSCE. The results were analyzed using ANOVA. Two scenarios were chosen namely Hansen's disease and psoriasis. Marks obtained by the students were only Results: marginally higher in OSCE than short case assessment. Students performed better in OSCE leprosy. 26 out of 60 students scored 70% or above by short case method whereas 32 out of 60 scored 70% or above by OSCE method. The student's feedback regarding both in general was positive. Students preferred short case assessment in terms of method and time. Logistical difculties were noted in OSCE. The practical Conclusion: clinical examinations are of key importance in the assessment of clinical competence of medical students. Students perform better in OSCE because it is objective, fair, unbiased, without examiners marking variability, without fear of examiner and anxiety. Students and faculty sensitization regarding nuances of OSCE is the need of the hour.

Teaching Clinical Skills During Pandemic Times

2022 ◽  
pp. 249-273
Author(s):  
Maria Fernanda Chaparro ◽  
José Alberto Herrera ◽  
Miriam Lizzeth Turrubiates ◽  
Silvia Lizett Olivares Olivares
Keyword(s):  
Medical Students ◽  
Clinical Competence ◽  
Clinical Skills ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Online Resources ◽  
Clinical Simulation ◽  
Healthcare Simulation ◽  
Controlled Environments ◽  
Facilitated Learning

Clinical simulation is a teaching strategy that replicates medical situations in controlled environments. The COVID-19 pandemic created disruptions for healthcare simulation centers. As a response, the Universidad Anáhuac designed online clinical simulation practices and assessments. The pre-intervention survey showed skeptical medical students (59.15%) to continue this learning format. The intervention included neurology, cardiology, and gynecology topics supported by five faculty members and staff. Instruments were examination checklists to evaluate the clinical competence based on a 100 score and the Debriefing Assessment for Simulation in Healthcare (DASH) with a 1 (extremely ineffective) to 7 (extremely effective) score. Students received individual training by Zoom, including simulation practices, debriefing, and assessment. Even though it seemed impossible to address clinical skills by distance, simulation practices continued with online resources. Collaborative participation between faculty, students, and staff facilitated learning during the COVID-19 conditions.

scholarly journals Telemedical percussion: objectifying a fundamental clinical examination technique for telemedicine

2021 ◽  
Author(s):  
Roman Krumpholz ◽  
Jonas Fuchtmann ◽  
Maximilian Berlet ◽  
Annika Hangleiter ◽  
Daniel Ostler ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Diagnostic System ◽  
Magnetic Devices ◽  
Digital Version ◽  
Examination Technique ◽  
Medical Evaluation ◽  
End Effectors ◽  
To Come ◽  
The Way

Abstract Purpose While demand for telemedicine is increasing, patients are currently restricted to tele-consultation for the most part. Fundamental diagnostics like the percussion still require the in person expertize of a physician. To meet today’s challenges, a transformation of the manual percussion into a standardized, digital version, ready for telemedical execution is required. Methods In conjunction with a comprehensive telemedical diagnostic system, in which patients can get examined by a remote-physician, a series of three robotic end-effectors for mechanical percussion were developed. Comprising a motor, a magnetic and a pneumatic-based version, the devices strike a pleximeter to perform the percussion. Emitted sounds were captured using a microphone-equipped stethoscope. The 84 recordings were further integrated into a survey in order to classify lung and non-lung samples. Results The study with 21 participants comprised physicians, medical students and non-medical-related raters in equal parts. With 71.4% correctly classified samples, the ventral motorized device prevailed. While the result is significantly better compared to a manual or pneumatic percussion in this very setup, it only has a small edge over the magnetic devices. In addition, for all ventral versions non-lung regions were rather correctly identified than lung regions. Conclusion The overall setup proves the feasibility of a telemedical percussion. Despite the fact, that produced sounds differ compared to today’s manual technique, the study shows that a standardized mechanical percussion has the potential to improve the gold standard’s accuracy. While further extensive medical evaluation is yet to come, the system paves the way for future uncompromised remote examinations.

scholarly journals EVALUATION OF THE IMPLEMENTATION OF SIMULATION-BASED LEARNING IN FOURTH YEAR MEDICAL STUDENTS OF ATMA JAYA CATHOLIC UNIVERSITY OF INDONESIA

2018 ◽  
Vol 7 (2) ◽  
pp. 125
Author(s):  
Rhevensa Santoso ◽  
Natalia Puspadewi ◽  
Tommy Tanumiharja
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Clinical Skills ◽  
Soft Skills ◽  
Learning Method ◽  
Care Providers ◽  
Cognitive Aspect ◽  
Catholic University ◽  
Significant Difference ◽  
Simulation Based

Background: Health care providers must achieve and maintainthe required competencyin providing services to patients; even more so in complex and stressful situations. Medical simulation is a method to facilitate training and assessment of clinical skills in medical students and physicians. This method has been implemented and recognized in many areas outside medicine, but because of various problems this method is relatively difficult to apply in the field of medicine.Methods: The design of this study was cross-sectional with quantitative method. Study participants were the fourth year students of Atma Jaya Catholic University of Indonesia, School of Medicine. Simulation-based learning (SBL) was implemented by a 2-day workshop. Participants were given a pretest and posttest to assess the cognitive aspect of their clinical skills, and assessment of case simulation using Objective Structured Clinical Examination (OSCE) and Team Observed Structured Clinical Examination(TOSCE) for their clinical and soft skills.Results: The difference of the knowledge before and after the intervention was not significant(p = 0,071). However, there was a significant difference of the clinical skills (p < 0,001) and soft skills (p < 0,001).Conclusion: Using SBL as a learning method can increase clinical skills and soft skills of the students significantly. To a smaller extent, using simulation based learning as learning method can increase knowledge of the students about SBL and cognitive aspect of clinical skills although itis statistically insignificant.

scholarly journals Students’ Viewpoint: Challenges and Preparation of Medical Students for Final Clinical Examination during COVID-19

2021 ◽  
pp. 46-56
Author(s):  
Nour Hanan Daniah Mohd Bakhit ◽  
Ahmad Anwaar Muhammad Saifullah ◽  
Ruhi Fadzlyana Jailani
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Group Discussions ◽  
Small Group Discussions ◽  
Physical Examinations ◽  
Education Delivery ◽  
Intensive Teaching ◽  
Real Patients

The COVID-19 pandemic has caused the clinical attachment for medical students to be deferred in ensuring reduction of viral transmission.  Patients encounter was near impossible, thus suspending medical students’ clinical skills on real patients. Despite this, the final examination had to be conducted. Hence, appropriate planning was made to ensure candidates were well prepared. A paradigm shift was made by Universiti Sains Islam Malaysia (USIM) with regards to the medical education delivery and the final undergraduate examination organization. The traditional in-person teaching and learning sessions were converted to video conferences and small group discussions to ensure social distancing. Objective structured clinical examination (OSCE) consisting of sixteen manned and twenty unmanned stations were introduced to replace the conventional one long and three short cases clinical examinations. The pandemic became the biggest obstacle for the final year medical students physically and psychologically. Familiarisation with the new format of learning and examination has to be made within three months. Online learning materials became resourceful during revisions. Simulated OSCE conducted by the lecturers, were advantageous to the students in ensuring familiarity to the new examination technique. Role-plays involving students’ family members and colleagues as patients, aided the candidates to rehearse their physical examinations and history taking techniques. The intensive teaching and learning sessions have enabled the candidates to be equipped with the new examination requirement. Reflection: Generally, candidates favour OSCE over traditional clinical examinations. This preponderance was due to OSCE capability in assessing the entire aspects of knowledge and skills in variable rotations throughout medical school.

scholarly journals Comparison of video demonstrations and bedside tutorials for teaching paediatric clinical skills to large groups of medical students in resource-constrained settings

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Ann George ◽  
Duane Blaauw ◽  
Lionel Green-Thompson ◽  
Christina Hajinicolaou ◽  
Nilesh Lala ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Examination ◽  
Clinical Teaching ◽  
Resource Constraints ◽  
Clinical Skills ◽  
Developed Countries ◽  
Control Group ◽  
Bedside Teaching ◽  
Clinician Educators ◽  
Large Groups

Abstract Videos are increasingly being used for teaching clinical skills in medical education. However, most reports on the effectiveness and benefits of videos in medical teaching have come from developed countries. Resource constraints in South African academic hospitals, together with increasing numbers, may apply pressure on the standard of clinical teaching. This study investigated the potential for using video demonstrations to replace the bedside teaching of introductory paediatric clinical examination skills to large groups of medical students. Sixty medical students were randomised to an experimental group that watched a video of a paediatric abdominal examination or to a control group that received a bedside tutorial on the same topic. Immediately afterwards, experienced assessors observed and scored the students in a clinical examination. Data were analysed for the non-inferiority of the video group scores within a 10% margin of the bedside group. Students’ and clinician educators’ perceptions of the two teaching methods and their views on how video instruction could be integrated into the clinical teaching programme were explored. Qualitative data were analysed thematically. The video teaching was non-inferior to the bedside teaching within the 10% margin and did not significantly affect the pass/fail or distinction rates. Students and clinician educators suggested that the videos be used for teaching basic concepts, allowing bedside tutorials to focus on applied learning. The findings have important implications for using video demonstrations to supplement the teaching of clinical skills to large groups of medical students across multiple variably-resourced settings.

scholarly journals Assessment of feasibility of Objective Structured Clinical Examination for Final BDS students in Conservative Dentistry and Endodontic at Government Dental College and Hospital, Nagpur.

2019 ◽  
Vol 4 (3) ◽  
pp. 94
Author(s):  
Sadhana Raina
Keyword(s):  
Clinical Examination ◽  
Clinical Competence ◽  
Clinical Skills ◽  
Dental Students ◽  
Objective Structured Clinical Examination ◽  
Self Assessment ◽  
Conservative Dentistry ◽  
Dental Schools ◽  
Care Course ◽  
Base Application

Objective structured clinical examination (OSCE) have become established as reliable, valid and objective methods of assessing practical and clinical skills in dental schools. This study explored the perceptions of dental undergraduates regarding OSCE. After a clinical course in Conservative Dentistry and Endodontics, 32 Final year dental students were assessed summatively, using OSCE. The students were informed beforehand about the assessment formats. The self-assessed clinical competence, study time and strategies (i.e. practice with a manikin, peers and patient case) were evaluated by means of a questionnaire. After a comprehensive dental care course, all 32 students were assessed by OSCE, in which Five stations were included ‘Cavity Preparation’, ‘Base application’ ‘Restoration’, &; educating patients; and; Post-Operative Instructions; Each Student was evaluated separately in each Station with predetermined structured questions. Data was collected and send for statistical analysis. The results were obtained using SPSS-17 and comparison done with Conventional Exam. Implementation of an OSCE in undergraduate Conservative Dentistry and Endodontics Curriculum helps in greater achievement of specific clinical competence and greater level of realistic self-assessment.

scholarly journals The Teaching of Clinical Skills and the Applicability of a Simplified Guide to Physical Examination in Undergraduate Medical Training

2017 ◽  
Vol 41 (4) ◽  
pp. 457-467
Author(s):  
Salomão Georges Kahwage Neto ◽  
Tiago Kiyoshi Kitabayashi Braga ◽  
Márcia Bitar Portella ◽  
Régis Bruni Andriolo
Keyword(s):  
Medical Students ◽  
Oral Cavity ◽  
Physical Examination ◽  
Lymph Nodes ◽  
Clinical Examination ◽  
Neurological Examination ◽  
Clinical Skills ◽  
Ankle Brachial Index ◽  
Vital Signs ◽  
Before And After

ABSTRACT Introduction: Despite technological advances, anamnesis and physical examination remain the most important and effective diagnostic tools in a clinical case. However, many students complete their medical degree lacking these essential skills. The unstandardized character of the physical examination is considered one of the major hurdles in the teaching-learning of this practice. Objective: To evaluate the clinical skills of medical students and the applicability of a simplified physical examination guide for the improvement of these skills. Methods: This was an analytical and quantitative-approach study, which compared before-and-after information among general medicine student interns from January to February 2014. The students were trained with the simplified guide for a 3-week period. The students had their clinical examination evaluated in 13 items: vital signs, oral cavity examination, ophthalmoscopy, otoscopy, thyroid examination, cardiovascular, pulmonary, abdominal examination, lymph nodes, anthropometric measurements, ankle-brachial index (ABI), neurological examination, examination of the breast (female patients) or testicles (male patients). The result of each part of the examination was classified into three categories: complete assessment, partial assessment and absent assessment. Results: A total of 31 students participated. Significant improvement was found in almost all items in relation to the complete evaluation after training with the guide: cardiovascular system (3.23% versus 74.19%, before and after training, respectively, p < 0.01), pulmonary system (22.58% versus 90.32%, p < 0.01), abdomen (22.58% versus 74.19%, p = 0.01), vital signs (16.13% versus 100%, p < 0.01), palpation of lymph nodes (6.45% versus 77.42%, p < 0.01), neurological examination (0% versus 22.58%, p = 0.02), thyroid palpation (0% versus 61.29%, p < 0.01), examination of oral cavity (6.45% versus 67.74%, p < 0.01), anthropometric measurements (0% versus 45.16%, p < 0.01), breast examination (0% versus 36.84%, p = 0.02), ophthalmoscopy (0% versus 32.26%, p < 0.01), otoscopy (0% versus 64.52%, p < 0.01); evaluation of the ankle-brachial index (0% versus 83.87%, p < 0.01), examination of the testicles (0% versus 8.33%, p = 1.0). A 280.7% increase was also observed in the students’ median score after training (1.92 versus 7.31 points, P < 0.001). There was no significant correlation between student performance and time on the medical course (R2 = 0.1242; P = 0.0515). Conclusions: There is a large deficit in teaching clinical skills during undergraduate medical courses. As an effective solution, a simplified sequential clinical examination guide can serve as training for medical students.

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.

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