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Nevins AB, Boscardin CK, Kahn D, May W, Murdock-Vlautin T, Pau CY, Phillips A, Racataian-Gavan R, Shankel T, Wilkerson L, Wray A, Charat S. A Call to Action From the California Consortium for the Assessment of Clinical Competence: Making the Case for Regional Collaboration. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1289-1294. [PMID: 35263299 DOI: 10.1097/acm.0000000000004663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
The discontinuation of the United States Medical Licensing Examination Step 2 Clinical Skills Examination emphasizes the need for other reliable standardized assessments of medical student clinical skills. For 30 years, the California Consortium for the Assessment of Clinical Competence (CCACC) has collaborated in the development of clinical skills assessments and has become a valuable resource for clinicians, standardized patient educators, psychometricians, and medical educators. There are many merits to strong multi-institutional partnerships, including the integration of data across multiple schools to provide feedback to both students and curricula, pooled test performance statistics for analysis and quality assurance, shared best practices and resources, individual professional development, and opportunities for research and scholarship. The infrastructure of the CCACC allows member schools to adapt to a changing medical landscape, from emerging trends in clinical medicine to the limitations imposed by a global pandemic. In the absence of a national examination, there is now a greater need for all medical schools to develop a comprehensive, dynamic, and psychometrically sound assessment that accurately evaluates clinical skills. Medical schools working together in regional consortia have the opportunity to create and implement innovative and robust assessments that evaluate a wide range of clinical skills, ensure that medical students have met an expected level of clinical competency before graduation, and provide a framework that contributes to ongoing efforts for the development of new national clinical skills standards.
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Affiliation(s)
- Andrew B Nevins
- A.B. Nevins is clinical associate professor, Department of Internal Medicine, Division of Infectious Diseases, Stanford University School of Medicine, Stanford, California
| | - Christy K Boscardin
- C.K. Boscardin is professor, Department of Medicine and Department of Anesthesia and Perioperative Care, University of California San Francisco School of Medicine, San Francisco, California
| | - Daniel Kahn
- D. Kahn is assistant clinical professor, Department of Internal Medicine, David Geffen School of Medicine at University of California Los Angeles, Los Angeles, California
| | - Win May
- W. May is professor of clinical medical education, Keck School of Medicine, University of Southern California, Los Angeles, California
| | - Theresa Murdock-Vlautin
- T. Murdock-Vlautin is director of clinical skills and professor of clinical pediatrics, pediatric critical care, and palliative care, University of California Davis School of Medicine, Sacramento, California
| | - Candace Y Pau
- C.Y. Pau is faculty director of simulation and assistant professor, Department of Clinical Science, Kaiser Permanente Bernard J. Tyson School of Medicine, Pasadena, California
| | - Abigail Phillips
- A. Phillips is associate clinical professor, Department of Internal Medicine, University of California San Francisco School of Medicine, San Francisco, California
| | - Rebeca Racataian-Gavan
- R. Racataian-Gavan is assistant clinical professor of health sciences, Department of Undergraduate Medical Education, University of California Riverside School of Medicine, Riverside, California
| | - Tamara Shankel
- T. Shankel is professor, Department of Medicine and Department of Pediatrics, and senior associate dean for medical student education, Loma Linda University School of Medicine, Loma Linda, California
| | - Luann Wilkerson
- L. Wilkerson is professor and associate dean for evaluation and faculty development, Department of Medical Education, Dell Medical School at the University of Texas at Austin, Austin, Texas
| | - Alisa Wray
- A. Wray is assistant clinical professor, Department of Emergency Medicine, University of California Irvine School of Medicine, Orange, California
| | - Stacy Charat
- S. Charat is associate clinical professor, Department of Internal Medicine, Division of General Internal Medicine, University of California San Diego School of Medicine, San Diego, California
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Han SY, Lee SH, Chae H. Developing a best practice framework for clinical competency education in the traditional East-Asian medicine curriculum. BMC MEDICAL EDUCATION 2022; 22:352. [PMID: 35538517 PMCID: PMC9088070 DOI: 10.1186/s12909-022-03398-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Accepted: 04/21/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND While clinical competency is crucial for traditional East-Asian medical education, available studies on the educational system for fostering clinical performance are scarce. This study aimed to review the educational system, curriculum, facilities, and management of current traditional East-Asian medicine in a well-established university of Korea and develop a Best Practice Framework (BPF) of clinical competency education. METHODS The clinical competency education system in Pusan National University School of Korean Medicine was systematically described through 5 steps of governance of the educational system, competency of the graduates, educational resources, assessment strategies and tools, and gaps in the curriculum. We also reviewed the experiences in education and the points to be improved. RESULTS The Office of Traditional Korean Medicine Education governs the development, implementation, and evaluation of the educational curriculum for cultivating students' clinical competency. Medical students have undertaken 39 modules of clinical biomedicine and 21 of traditional medicine during the clinical clerkship courses in an affiliated hospital, Clinical Skill Practice Center, clinical research center, practice lab for medical herb, and other locations. After training, 15 modules of simulated clinical training using standardized patients, students' clinical competency are evaluated by a Clinical Performance Test using a Clinical Performance Examination (CPX) and an Objective Structured Clinical Examination (OSCE) for biomedical and traditional medical skills. CONCLUSIONS A clinical competency framework is required for a qualified physician of traditional East-Asian medicine. This study reviewed the current well-organized educational system of Korean traditional medicine in detail, which can be used for the BPF of competency-based clinical education. We expect the current study to be a representative reference for establishing an educational system of traditional medicine such as acupuncture and medical herbs in other countries.
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Affiliation(s)
- Sang Yun Han
- College of Korean Medicine, Daejeon University, Daejeon, 34520, South Korea
- Department of Medical Education, Seoul National University College of Medicine, Seoul, 03080, Korea
| | - Seung-Hee Lee
- Department of Medical Education, Seoul National University College of Medicine, Seoul, 03080, Korea
| | - Han Chae
- School of Korean Medicine, Pusan National University, 49 Busandaehak-ro, Mulgeum-eup, Yangsan-si, Gyeongnam, 50612, Korea.
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Uzelli Yilmaz D, Azim A, Sibbald M. The Role of Standardized Patient Programs in Promoting Equity, Diversity, and Inclusion: A Narrative Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:459-468. [PMID: 34618738 DOI: 10.1097/acm.0000000000004447] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PURPOSE Integrating equity, diversity, and inclusion (EDI) in curricula for training health professionals is a frequent institutional goal. The use of standardized (or simulated) patient programs (SPPs) to support EDI in health sciences training is not well described. Here the authors present a theoretical model based on a synthesis of the literature for using SPPs in EDI training, along with a narrative review of the available literature. METHOD The authors searched PubMed, Scopus, Science Direct, and Google Scholar databases for studies published between January 2000 and October 2019 describing the use of SPPs to support EDI in health sciences education. Studies were included if they described standardized patient (SP) education involving EDI and reported empiric data about its design, delivery, or effectiveness. The authors conducted a narrative review and provided a synthesis of the available literature, identifying key themes. RESULTS Out of 117 studies identified, 17 met the inclusion criteria. Most studies (53%; n = 9) focused on cultural competence; many focused on communication with diverse patients (29%; n = 5) or health inequity (18%; n = 3). Studies employed portrayal of diversity (71%; n = 12) or learning objectives supported by diversity (29%; n = 5) as approaches to EDI relevant to SP training. Three primary themes emerged: improving cultural competence, effective communication with diverse patients, and highlighting health inequalities. CONCLUSIONS This review outlines approaches to EDI-based SPPs, with the perspectives and priorities of institutional approaches in mind. SP education around specific EDI issues is reported; however, programmatic approaches to EDI by SPPs are lacking. More research is needed to provide further evidence for the challenges, effectiveness, and outcomes of developing and implementing EDI-based SPPs in health sciences education.
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Affiliation(s)
- Derya Uzelli Yilmaz
- D. Uzelli Yilmaz is visiting assistant professor, Centre for Simulation Based Learning, Department of Medicine, McMaster University, Hamilton, Ontario, Canada, and assistant professor, Department of Health Sciences, Izmir Katip Celebi University, Izmir, Turkey; ORCID: https://orcid.org/0000-0002-7337-6717
| | - Arden Azim
- A. Azim is a resident, Internal Medicine, McMaster University, Hamilton, Ontario, Canada; ORCID: https://orcid.org/0000-0003-0216-6533
| | - Matthew Sibbald
- M. Sibbald is associate professor and director of Centre for Simulation Based Learning, Department of Medicine, McMaster University, Hamilton, Ontario, Canada; ORCID: https://orcid.org/0000-0002-0022-2370
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Fischbeck S, Hardt J, Malkewitz C, Petrowski K. Evaluation of a digitized physician-patient-communication course evaluated by preclinical medical students: a replacement for classroom education? GMS JOURNAL FOR MEDICAL EDUCATION 2020; 37:Doc85. [PMID: 33364364 PMCID: PMC7740042 DOI: 10.3205/zma001378] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 10/15/2020] [Accepted: 10/23/2020] [Indexed: 05/25/2023]
Abstract
Objectives: The limitations in teaching resulting from the Covid-19 epidemic were the rational for transferring the course in Medical Psychology and Medical Sociology (doctor-patient communication) into an asynchronous e-learning course. For this purpose, ten exercises were developed to be downloaded by the students and the solutions returned to the course lecturer on a weekly basis. In addition, two students individually recorded via video one of eight doctor-patient exercise conversations, which were then evaluated by four other students and the respective lecturer. Methods: For evaluation, the students filled out an exercise and an effect-related questionnaire with 21 items. Results: The questionnaire was completed by n=203 (98%) students (59% female, 41% male). The video-based situation analyses (91%) helped most of them to become rather closely or very well acquainted with medical conversation practice. 76% rated the exercise "Enlightenment Conversation/SPIKES Protocol" as fairly helpful or very helpful in respect to the practicing concepts of medical conversation. When asked about the effects, most of them found the idea of patient orientation in medicine to be quite helpful or very helpful (83%). About a quarter of them (24%) stated that the online course could not, or only slightly, replace face-to-face teaching. This assessment was less pronounced among female students than among male students (Wilcoxon test p<.01). Conclusion: Our online course concept of physician-patient conversation found good overall response among pre-clinical medical students. However, the participants expressed different opinions about the extent to which the concept can replace face-to-face teaching.
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Affiliation(s)
- Sabine Fischbeck
- Universitätsmedizin Mainz, Klinik und Poliklinik für Psychosomatische Medizin und Psychotherapie, Medizinische Psychologie und Medizinische Soziologie, Mainz, Germany
| | - Jochen Hardt
- Universitätsmedizin Mainz, Klinik und Poliklinik für Psychosomatische Medizin und Psychotherapie, Medizinische Psychologie und Medizinische Soziologie, Mainz, Germany
| | - Camila Malkewitz
- Universitätsmedizin Mainz, Klinik und Poliklinik für Psychosomatische Medizin und Psychotherapie, Medizinische Psychologie und Medizinische Soziologie, Mainz, Germany
| | - Katja Petrowski
- Universitätsmedizin Mainz, Klinik und Poliklinik für Psychosomatische Medizin und Psychotherapie, Medizinische Psychologie und Medizinische Soziologie, Mainz, Germany
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Carter H, Hanks S, Gale T. A qualitative study using hybrid simulation to explore the impacts of human factors e-learning on behaviour change. Adv Simul (Lond) 2020; 5:20. [PMID: 32817807 PMCID: PMC7425130 DOI: 10.1186/s41077-020-00136-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2019] [Accepted: 07/21/2020] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND There is an international drive to increase human factors training in undergraduate medical curricula through various educational platforms. E-learning can be effective at teaching technical skills but there is limited research exploring the benefits of e-learning in human factors training. This study aimed to utilise hybrid simulation to investigate the impact of a human factors focused e-learning package for intravenous cannulation on safety behaviours. METHODS Video-reflexive ethnography (VRE) techniques and interviews were used to explore human factor-related behaviour change in hybrid simulation scenarios, before and after e-learning modular training. Ten final-year medical students were recruited for the study. Content analysis of VRE data from hybrid simulation scenarios identified which behaviours had changed; thematic analysis of semi-structured interviews uncovered why. RESULTS Results demonstrate improvement in safety behaviours in the domains of physical-, cognitive- and macro-ergonomics, suggesting safer cannulation practice following training. Online videos with interactive activities were reported as the major pedagogical driver for change. The impact of the e-learning was identified across four themes: environment, person, policy-related tasks, and preparedness for practise. Reported intention to change practise and altered behaviour in the workplace supports the conclusion that this training prepares students for practise by facilitating them to incorporate human factors principles in their clinical work. CONCLUSION E-learning is a valuable and effective method for supporting medical student learning about human factors. Hybrid simulation and VRE combine well together to evaluate behaviour change following educational interventions.
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Affiliation(s)
| | | | - Thomas Gale
- Peninsula Medical School, Portland Square, University of Plymouth, Drake circus, Plymouth, PL4 8AA UK
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Jaberi A, Momennasab M. Effectiveness of Standardized Patient in Abdominal Physical Examination Education: A Randomized, Controlled Trial. Clin Med Res 2019; 17:1-10. [PMID: 31160473 PMCID: PMC6546282 DOI: 10.3121/cmr.2019.1446] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/13/2018] [Revised: 09/22/2018] [Accepted: 03/28/2019] [Indexed: 11/18/2022]
Abstract
INTRODUCTION Simulation and virtual technologies currently are used to enhance basic and advanced nursing skills. Information on the use of simulation methods in the Iranian nursing education system, particularly regarding standardized patients (SP), is scarce. Hence, the present study aimed to evaluate the effect of using SP on the performance of Iranian nursing students in the physical examination of the abdomen. In addition, the SP method was compared with the purely lecture-based education method. METHODS The present study was of a pre-test/post-test design carried out at the School of Nursing and Midwifery, Kazerun Islamic Azad University (Kazerun, Iran) during 2014. Third-year nursing students were recruited and assigned to either a control or an intervention group. The study was conducted in three phases: pre-test knowledge evaluation, training sessions, and post-test/recall test evaluation of objective structured clinical examination (OSCE). Data were analyzed using the SPSS software (version 16.0). A total of 87 students were included in our analysis. RESULTS All participants were female with a mean age of 21.99±1.73 years. The mean pre-test score of the control and intervention groups were 4.98±2.17 and 5.35±1.77, respectively. No significant difference was observed between the groups regarding the OSCE overall scores (P>0.05). However, there was a significant difference between the mean pre-test and post-test scores in each group (P<0.05). Compared to the control group, the difference in the mean pre-test and post-test scores was higher in the intervention group (4.98±2.17 and 14.43±3.93 in control group vs. 5.35±1.77 and 15.39±3.2 in intervention group, respectively). Furthermore, there was no statistically significant difference between the groups in terms of the post-test and recall test scores. CONCLUSION Our study demonstrates the SP method is an effective tool for learning to perform the physical examination of the abdomen as compared to the purely lecture-based educational method. The present pilot study could be extended to cover training on the physical examination of other human organs.
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Affiliation(s)
- Azita Jaberi
- Community Based Psychiatric Care Research Center, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Marzieh Momennasab
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
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Carney PA, Palmer RT, Fuqua Miller M, Thayer EK, Estroff SE, Litzelman DK, Biagioli FE, Teal CR, Lambros A, Hatt WJ, Satterfield JM. Tools to Assess Behavioral and Social Science Competencies in Medical Education: A Systematic Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2016; 91:730-42. [PMID: 26796091 PMCID: PMC4846480 DOI: 10.1097/acm.0000000000001090] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
PURPOSE Behavioral and social science (BSS) competencies are needed to provide quality health care, but psychometrically validated measures to assess these competencies are difficult to find. Moreover, they have not been mapped to existing frameworks, like those from the Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME). This systematic review aimed to identify and evaluate the quality of assessment tools used to measure BSS competencies. METHOD The authors searched the literature published between January 2002 and March 2014 for articles reporting psychometric or other validity/reliability testing, using OVID, CINAHL, PubMed, ERIC, Research and Development Resource Base, SOCIOFILE, and PsycINFO. They reviewed 5,104 potentially relevant titles and abstracts. To guide their review, they mapped BSS competencies to existing LCME and ACGME frameworks. The final included articles fell into three categories: instrument development, which were of the highest quality; educational research, which were of the second highest quality; and curriculum evaluation, which were of lower quality. RESULTS Of the 114 included articles, 33 (29%) yielded strong evidence supporting tools to assess communication skills, cultural competence, empathy/compassion, behavioral health counseling, professionalism, and teamwork. Sixty-two (54%) articles yielded moderate evidence and 19 (17%) weak evidence. Articles mapped to all LCME standards and ACGME core competencies; the most common was communication skills. CONCLUSIONS These findings serve as a valuable resource for medical educators and researchers. More rigorous measurement validation and testing and more robust study designs are needed to understand how educational strategies contribute to BSS competency development.
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Affiliation(s)
- Patricia A Carney
- P.A. Carney is professor of family medicine and of public health and preventive medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. R.T. Palmer is assistant professor of family medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. M.F. Miller is senior research assistant, Department of Family Medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. E.K. Thayer is research assistant, Department of Family Medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. S.E. Estroff is professor, Department of Social Medicine, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, North Carolina. D.K. Litzelman is D. Craig Brater Professor of Medicine and senior director for research in health professions education and practice, Indiana University School of Medicine, Indianapolis, Indiana. F.E. Biagioli is professor of family medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. C.R. Teal is assistant professor, Department of Medicine, and director, Educational Evaluation and Research, Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, Texas. A. Lambros is active emeritus associate professor, Social Sciences & Health Policy, Wake Forest School of Medicine, Winston-Salem, North Carolina. W.J. Hatt is programmer analyst, Department of Family Medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. J.M. Satterfield is professor of clinical medicine, University of California, San Francisco, School of Medicine, San Francisco, California
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Mizuno A, Tsugawa Y, Shimizu T, Nishizaki Y, Okubo T, Tanoue Y, Konishi R, Shiojiri T, Tokuda Y. The Impact of the Hospital Volume on the Performance of Residents on the General Medicine In-Training Examination: A Multicenter Study in Japan. Intern Med 2016; 55:1553-8. [PMID: 27301504 DOI: 10.2169/internalmedicine.55.6293] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
Objective Although several studies have been conducted worldwide on factors that might improve residents' knowledge, the relationship between the hospital volume and the internal medicine residents' knowledge has not been fully understood. We conducted a cross-sectional study to compare the relationships of the hospital volume and hospital resources with the residents' knowledge assessed by the In-training Examination. Methods We conducted a retrospective survey and a clinical knowledge evaluation of postgraduate year 1 and 2 (PGY-1 and -2) resident physicians in Japan by using the General Medicine In-training Examination (GM-ITE) in 2014. We compared the ITE score and the hospital volume. Results A total of 2,015 participants (70.6% men; age, 27.3±2.9 years old) from 208 hospitals were retrospectively analyzed. Generalized estimating equations were used, and the results revealed that an increasing number of hospitalizations, decreasing staff number, decreasing age and PGY-2 were significantly associated with higher GM-ITE scores. Conclusion The hospital volume, such as the number of hospitalizations, is thus considered to have a positive impact on the GM-ITE scores.
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Affiliation(s)
- Atsushi Mizuno
- Department of Cardiology, St. Luke's International Hospital, Japan
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Li Y, Li N, Han Q, He S, Bae RS, Liu Z, Lv Y, Shi B. Performance of physical examination skills in medical students during diagnostic medicine course in a University Hospital of Northwest China. PLoS One 2014; 9:e109294. [PMID: 25329685 PMCID: PMC4198092 DOI: 10.1371/journal.pone.0109294] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2014] [Accepted: 09/10/2014] [Indexed: 11/18/2022] Open
Abstract
This study was conducted to evaluate the performance of physical examination (PE) skills during our diagnostic medicine course and analyze the characteristics of the data collected to provide information for practical guidance to improve the quality of teaching. Seventy-two fourth-year medical students were enrolled in the study. All received an assessment of PE skills after receiving a 17-week formal training course and systematic teaching. Their performance was evaluated and recorded in detail using a checklist, which included 5 aspects of PE skills: examination techniques, communication and care skills, content items, appropriateness of examination sequence, and time taken. Error frequency and type were designated as the assessment parameters in the survey. The results showed that the distribution and the percentage in examination errors between male and female students and among the different body parts examined were significantly different (p<0.001). The average error frequency per student in females (0.875) was lower than in males (1.375) although the difference was not statistically significant (p = 0.167). The average error frequency per student in cardiac (1.267) and pulmonary (1.389) examinations was higher than in abdominal (0.867) and head, neck and nervous system examinations (0.917). Female students had a lower average error frequency than males in cardiac examinations (p = 0.041). Additionally, error in examination techniques was the highest type of error among the 5 aspects of PE skills irrespective of participant gender and assessment content (p<0.001). These data suggest that PE skills in cardiac and pulmonary examinations and examination techniques may be included in the main focus of improving the teaching of diagnostics in these medical students.
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Affiliation(s)
- Yan Li
- First Affiliated Hospital, School of Medicine, Xi'an Jiaotong University, Shaanxi, Xi'an, China
| | - Na Li
- First Affiliated Hospital, School of Medicine, Xi'an Jiaotong University, Shaanxi, Xi'an, China
| | - Qunying Han
- First Affiliated Hospital, School of Medicine, Xi'an Jiaotong University, Shaanxi, Xi'an, China
| | - Shuixiang He
- First Affiliated Hospital, School of Medicine, Xi'an Jiaotong University, Shaanxi, Xi'an, China
| | - Ricard S. Bae
- First Affiliated Hospital, School of Medicine, Xi'an Jiaotong University, Shaanxi, Xi'an, China
| | - Zhengwen Liu
- First Affiliated Hospital, School of Medicine, Xi'an Jiaotong University, Shaanxi, Xi'an, China
- * E-mail:
| | - Yi Lv
- First Affiliated Hospital, School of Medicine, Xi'an Jiaotong University, Shaanxi, Xi'an, China
| | - Bingyin Shi
- First Affiliated Hospital, School of Medicine, Xi'an Jiaotong University, Shaanxi, Xi'an, China
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William JH, Huang GC. How we make nephrology easier to learn: computer-based modules at the point-of-care. MEDICAL TEACHER 2014; 36:13-18. [PMID: 24164578 DOI: 10.3109/0142159x.2013.847912] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
BACKGROUND Novel educational tools, such as case-based learning in a web-based module format, are an effective approach to teaching clinical concepts to medical trainees, especially if the situations are clinically relevant and the intervention is delivered at the point-of-care. Though studies have evaluated the effectiveness of point-of-care reference materials, limited literature addresses active web-based interventions designed for completion at the point-of-care. AIMS By taking advantage of existing technological resources and integrating an effective learning modality into the clinical environment, we can increase trainee understanding of high-yield topics in clinical nephrology. METHODS We designed interactive, case-based computer-based modules in Principles of Dialysis, Hyponatremia, and Acid-Base abnormalities, with interwoven multiple-choice and free text questions with immediate feedback, supplemental practice questions, and enrichment material to be completed in the clinical environment. All medicine trainees at an urban, academic institution were invited to participate in a needs assessment, pre and post knowledge tests, and module completion. RESULTS Most trainees believed the modules were "very" or "extremely helpful" in understanding the selected topic and that they would likely change their clinical practice. Those who completed the modules performed better on a post-intervention knowledge assessment. Free-text feedback was overwhelmingly supportive of the modules. CONCLUSION Our findings confirmed that a novel, simplified approach to renal content by making it readily applicable to a clinical context and available at the point-of-care improves trainee understanding of high-yield topics in nephrology.
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Tang WR, Chen KY, Hsu SH, Juang YY, Chiu SC, Hsiao SC, Fujimori M, Fang CK. Effectiveness of Japanese SHARE model in improving Taiwanese healthcare personnel's preference for cancer truth telling. Psychooncology 2013; 23:259-65. [DOI: 10.1002/pon.3413] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2013] [Revised: 08/30/2013] [Accepted: 08/31/2013] [Indexed: 11/06/2022]
Affiliation(s)
- Woung-Ru Tang
- School of Nursing, College of Medicine; Chang Gung University; Taoyuan Taiwan
| | - Kuan-Yu Chen
- Department of Psychiatry; Taipei City Hospital; Taipei Taiwan
| | - Sheng-Hui Hsu
- Department of Psychiatry; Koo Foundation Sun Yat-Sen Cancer Center; Taipei Taiwan
| | - Yeong-Yuh Juang
- Department of Psychiatry; Chang Gung Memorial Hospital at Linkou; Taoyuan Taiwan
| | - Shin-Che Chiu
- Department of Radiation Oncology; Mackay Memorial Hospital; Hsinchu Taiwan
| | - Shu-Chun Hsiao
- Cancer Control and promotion division, Bureau of Health Promotion; Department of Health; Taipei Taiwan
| | - Maiko Fujimori
- Psycho-Oncology Division, Research Center for Innovative Oncology; National Cancer Center Hospital East; Chiba Japan
| | - Chun-Kai Fang
- Department of Psychiatry and Suicide Prevention Center; Mackay Memorial Hospital; Taipei Taiwan
- Department of Medicine; Mackay Medical College; New Taipei Taiwan
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Lin ECL, Chen SL, Chao SY, Chen YC. Using standardized patient with immediate feedback and group discussion to teach interpersonal and communication skills to advanced practice nursing students. NURSE EDUCATION TODAY 2013; 33:677-83. [PMID: 22841362 DOI: 10.1016/j.nedt.2012.07.002] [Citation(s) in RCA: 51] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/07/2012] [Revised: 06/19/2012] [Accepted: 07/05/2012] [Indexed: 05/10/2023]
Abstract
BACKGROUND Interpersonal and communication skills (IPCS) are essential for advanced practice nursing (APN) in our increasingly complex healthcare system. The Standardized Patient (SP) is a promising innovative pedagogy in medical and healthcare education; however, its effectiveness for teaching IPCS to graduate nursing students remains unclear. OBJECTIVES We examined the effectiveness of using SP with SP feedback and group discussion to teach IPCS in graduate nursing education. DESIGN Randomized-controlled study. PARTICIPANTS First-year APN students in Taiwan. METHODS Participants were randomly assigned to the experimental (SP assessments with SP feedback and group discussion) or control (SP assessments only) group. There were two outcome indicators: IPCS and student learning satisfaction (SLS). The IPCS were assessed before and after the study in interviews with the SPs. SLS was measured when the study ended. RESULTS All participants expressed high SLS (94.44%) and showed significant (p ≤ 0.025) improvements on IPCS total scores, interviewing, and counseling. However, there were no significant differences between groups. Qualitative feedback from encounters with SPs is described. CONCLUSIONS Using SPs to teach IPCS to APN students produced a high SLS. The students learned and significantly improved their IPCS by interviewing SPs, but future studies are needed to confirm the effectiveness of SP feedback and group discussions.
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Affiliation(s)
- Esther Ching-Lan Lin
- Department of Nursing, College of Medicine, National Cheng Kung University, Tainan, Taiwan.
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Langewitz W. [Physician-patient communication in medical education: can it be learned?]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2013; 55:1176-82. [PMID: 22936486 DOI: 10.1007/s00103-012-1533-0] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Based on a review of recent key articles, this paper demonstrates that many elements of physician-patient communication can be learned successfully during medical education. Methods of assessment and definition of success depend largely on the definition of teaching goals, which are usually based on the principles of a more egalitarian and non-paternalistic physician-patient communication. In this article another approach is suggested. Teaching objectives in patient-physician communication can also be deduced from the needs of clinical medicine, resulting in the following goals: students are able to gather relevant data from patients' history, they explicitly structure the consultation and the way they give information, they know how to respond to patients' emotions. The Objective Standardised Clinical Examination (OSCE) is discussed with its strengths and weaknesses. The inclusion of video-based feedback is presented as a teaching tool to improve students' self-reflection. Workplace-based assessment and Mini-CEX are promising educational tools that require a well-trained faculty, not only in the teaching and practice of communication but also in the art of giving constructive and yet honest feedback.
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Affiliation(s)
- W Langewitz
- Psychosomatik - Innere Medizin, Universitätsspital Basel, Hebelstr. 2, 4031, Basel, Schweiz.
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Affiliation(s)
- Timothy Gilligan
- From the Taussig Cancer Institute, Cleveland Clinic, Cleveland, OH
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