Physical examination checklist for medical students: can less be more?

Abstract Background Teaching methods that stimulate the active learning of students make a positive impact on several aspects of learning in higher education. Collaborative testing blended with teaching is one such method. At our medical school, a training session was designed using a collaborative testing format to engage medical students actively in the theoretical phase of a physical examination training, and this session was evaluated positively by our students. Therefore, we extended the use of the format and converted more of the training into collaborative testing sessions. The literature on collaborative testing and the theoretical framework underlying its motivational mechanisms is scarce; however, students have reported greater motivation. The aim of the current study was to investigate student perceptions of a collaborative testing format versus a traditional teaching format and their effects on student motivation. Methods Year four medical students attended seven physical examination training sessions, of which three followed a collaborative testing format and four a traditional format. The students were asked to evaluate both formats through questionnaires comprised of two items that were answered on a five-point Likert scale and five open-ended essay questions. Content analysis was conducted on the qualitative data. The themes from this analysis were finalized through the consensus of the full research team. Results The quantitative data showed that 59 students (55%) preferred collaborative testing (agreed or strongly agreed), 40 students (37%) were neutral, and 8 students (8%) did not prefer collaborative testing (disagreed or strongly disagreed). The themes found for the collaborative testing format were: ‘interaction’, ‘thinking for themselves’, and ‘active participation’. ‘Interaction’ and ‘thinking for themselves’ were mainly evaluated positively by the students. The most frequently mentioned theme for the traditional format was: ‘the teacher explaining’. Students evaluated this theme both positively and negatively. Conclusions The most frequently mentioned themes for the collaborative testing format, namely ‘interaction’, ‘thinking for themselves’, and ‘active participation’, fit within the framework of self-determination theory (SDT). Therefore, the collaborative testing format may support the fulfilment of the three basic psychological needs indicated in SDT: autonomy, competence, and relatedness. Thus, our findings provide initial support for the idea that the use of collaborative testing in medical education can foster the autonomous motivation of students.

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Does level of training Influence the ability to detect hepatosplenomegaly in children with leukemia?

Canadian Medical Education Journal ◽

10.36834/cmej.36598 ◽

2012 ◽

Vol 3 (2) ◽

pp. e146-e150

Author(s):

Donna L Johnston ◽

Janelle Cyr

Keyword(s):

Medical Students ◽

Physical Examination ◽

First Year ◽

Training Level ◽

Pediatric Residents ◽

The Past ◽

Ultrasound Findings ◽

Level Of Training ◽

Better Than

Background: Children with leukemia often have hepatosplenomegaly present. This can be diagnosed with physical examination and confirmed with ultrasound. We sought to determine if level of training influenced the ability to detect hepatosplenomegaly. Methods: All children diagnosed with leukemia during the past 5 years were reviewed. The training level of the examiner, the documentation of hepatosplenomegaly, and the ultrasound findings were collected and analyzed. Results: There were 245 examinations of the spleen and 254 of the liver. Splenomegaly was correctly diagnosed by medical students 54% of the time, by residents 81%, and by staff 79% of the time. First year residents diagnosed it correctly 68% of the time, R2s 64%, R3s 76% and R4s 86% of the time. Hepatomegaly was correctly diagnosed by medical students 44% of the time, by residents 73% and by staff 68% of the time. First year residents diagnosed it correctly 77% of the time, R2s 54%, R3s 81% and R4s 75% of the time. Conclusions: Pediatric residents had the best ability to detect hepatosplenomegaly, and were better than staff and medical students, although this was not statistically significant.

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A Physical Exam—Flow Record

PEDIATRICS ◽

10.1542/peds.49.1.151 ◽

1972 ◽

Vol 49 (1) ◽

pp. 151-152

Author(s):

Howard L. Weinberger ◽

Herbert Schneiderman ◽

Robert Jensen

Keyword(s):

Medical Students ◽

Physical Examination ◽

Data Base ◽

Relative Efficiency ◽

Physical Exam ◽

University Hospital ◽

Different Ages ◽

Minimal Data

We should like to present a form developed in a University Hospital Well Child Clinic for use by medical students and house officers. This form was designed to: (a) specify a minimal data base; (b) allow easy recording of normal data; (c) allow easy scanning for abnormal findings; (d) recognize and highlight changes in physical examination which are appropriate at different ages; and (e) allow for relative efficiency in retrieval of information for the supervisor or instructor.

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Confidence Level and Ability of Medical Students to Identify Abdominal Structures After Integrated Ultrasound Sessions

Ultrasound International Open ◽

10.1055/a-1199-1578 ◽

2020 ◽

Vol 06 (01) ◽

pp. E7-E13

Author(s):

Fauzia Nausheen ◽

Corey Young ◽

John Brazil ◽

Timothy Dunagan ◽

Renu Bhupathy ◽

...

Keyword(s):

Medical Students ◽

Physical Examination ◽

Confidence Level ◽

Vena Cava ◽

Abdominal Ultrasound ◽

First Year ◽

Portable Ultrasound ◽

First Year Medical Students ◽

Ureteric Jet

AbstractDetermine the confidence level and ability of first year medical students to identify abdominal structures using a wireless portable ultrasound scanner.The students were assessed for their confidence and ability to perform abdominal ultrasound. The 5-point Likert survey included questions on their perception about ultrasound as a resource for learning anatomy, physical examination skills, and the quality of the pre-session instructions. Data was also recorded by the faculty about the students’ ultrasound skills and confidence. Goodman and Kruskal's gamma was used to demonstrate an association between the students’ ability to identify the structures and the self-reported student confidence level. Most of the students had confidence and were able to identify the liver, kidney, and urinary bladder, while almost half of them needed faculty help them to identify the inferior vena cava and aorta. The spleen and gall bladder were the most difficult to locate even for the very confident students. The perception of supervising faculty was that the confidence level was low in most of the students and only 13–20% of students felt “very confident” about performing ultrasound. Almost 37% needed encouragement and support and almost 10% of the students were not willing to try to locate difficult organs. Some students started locating the ureteric jet and portal vein. Most of the students agreed that ultrasound is an excellent resource for learning anatomy and physical examination skills. All students suggested having more ultrasound sessions. Most of the students feel confident about performing ultrasound and they perceive that ultrasound can enhance their basic sciences and physical examination skills.

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