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Manlapaz DG, Versales CRS, Pazcoguin JMA, Ching JJA, Bartolome MJP, Da Silva SL, Edquila KGZ, Francheska Fulo L, Benezet J Male YG, Patricia Y Peña J, Miguel C Pineda R. Level of self-efficacy among skill-based allied health students in the University of Santo Tomas-Enriched Virtual Mode of learning: A cross-sectional study. Hong Kong Physiother J 2024; 44:91-102. [PMID: 38510154 PMCID: PMC10949109 DOI: 10.1142/s1013702524500057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Revised: 09/07/2023] [Accepted: 09/20/2023] [Indexed: 03/22/2024] Open
Abstract
Background Self-efficacy expresses a learner's perception of how well they can do in the online academic setting. Although students' academic successes can be measured by online learning self-efficacy, there is a scarcity of evidence targeted toward allied health students. Objective The primary aim of this study is to determine the level of online self-efficacy among students from skill-based allied health programs. The secondary aim is to correlate online self-efficacy with age, sex, year level, and program of the students. Methods This cross-sectional analytic study utilized the Online Learning Self-Efficacy Scale (OLSE) to determine students' level of self-efficacy via a survey conducted with students who underwent the Enriched Virtual Mode of learning. Descriptive statistics was used to characterize the study participants, describe the level of self-efficacy, and compare the subscales of OLSE. Inferential statistics using Spearman's rho was performed to determine the correlation. Results A total of 117 respondents with a mean age ± SD of 20.59 ± 0.11 years old, predominantly female (71%) were included in the study. The students from allied health programs had an online self-efficacy overall mean score of 3.83 (SD = 0 . 05 ; range 2.64-5.00) with the use of technology subscales weighted the highest mean score (4.24). Females have a higher average OLSE score (M = 3 . 92 , SD = 0 . 05 ) compared to males. Significant correlation was found between OLSE scores to sex (r = 0 . 260 , p = 0 . 005 ) and year level (r =- 0 . 199 , p = 0 . 031 ) while nonsignificant correlation was found between OLSE scores to the program (r =- 0 . 048 , p = 0 . 604 ) and age (r =- 0 . 123 , p = 0 . 185 ). Conclusion Students of allied health programs generally have a very good level of online self-efficacy. This study assists educators in developing proactive strategies and approaches to promote students' self-confidence across all domains and encourage them to adopt a dynamic remote learning-based approach. Educational institutions should use this opportunity to assess how well they have implemented remote learning to ensure educational continuity, especially in times of crisis.
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Affiliation(s)
- Donald G Manlapaz
- Department of Physical Therapy College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
- Center for Health Research and Movement Science, University of Santo Tomas, Manila, Philippines
| | - Cristine Rose S Versales
- Department of Physical Therapy College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
| | - John Micko A Pazcoguin
- Department of Psychology, College of Science, University of Santo Tomas, Manila, Philippines
| | - Justin Jeremiah A Ching
- Department of Physical Therapy College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
| | - Marcela Joyce P Bartolome
- Department of Physical Therapy College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
| | - Samantha Lavin Da Silva
- Department of Physical Therapy College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
| | - Kertlouie Gabriel Z Edquila
- Department of Physical Therapy College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
| | - Lara Francheska Fulo
- Department of Physical Therapy College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
| | - Yvonne Geisel Benezet J Male
- Department of Physical Therapy College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
| | - Joey Patricia Y Peña
- Department of Physical Therapy College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
| | - Ramon Miguel C Pineda
- Department of Physical Therapy College of Rehabilitation Sciences, University of Santo Tomas, Manila, Philippines
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Bhombal ST, Babar S, Qureshi A, Zaki S, Jabeem I, Farid R. Evaluation of case based simulation teaching to improve the Family Medicine residents urgent care management skills at a teaching hospital. J Family Med Prim Care 2024; 13:2863-2867. [PMID: 39228549 PMCID: PMC11368336 DOI: 10.4103/jfmpc.jfmpc_1404_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Revised: 10/03/2023] [Accepted: 11/27/2023] [Indexed: 09/05/2024] Open
Abstract
Context Simulation based teaching is effective strategy to allow trainees to acquire skills, develop clinical judgment and to become competent in order to manage the patients in a safe environment. The Case-based simulation improves the assessment and management skills of the trainees to prepare them as a competent physician. Aim Evaluation of case based simulation teaching to improve the Family Medicine residents urgent care management skills at a teaching hospital. Setting and Design An Interventional study (Pre and post design) was conducted on the residents of the Family Medicine department of the Aga Khan University hospital Karachi. Methodology After getting their consent, pre intervention Objectively structured clinical examination (OSCE) was conducted at the Center for Innovation in medical education, AKUH. The scenarios were based on urgent care problems presenting in the Family Medicine setting. It was followed by the case based simulation teaching intervention by the facilitators and debriefing. The post intervention OSCE was conducted in order to assess the resident's performance. Statistical Analysis: The data was analyzed in Stata version15 software in two stages; descriptive and inferential. In descriptive analysis frequency and proportion were calculated for categorical variables. Median and inter quartile range were reported for continuous variable. Paired T-tests were applied to compare the pre and post test results. Results The resident's scores significantly improved after case based simulation in majority of the post intervention OSCE stations proving the effectiveness of the intervention. Conclusion Case based simulation is an effective teaching strategy for the learning process of the Family Medicine residents regarding the urgent care management skills. It is advised to use this strategy in the teaching and learning process of other Family medicine residency programs.
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Affiliation(s)
- Swaleha T. Bhombal
- Department of Family Medicine, The Aga Khan University Hospital, Karachi, Sindh, Pakistan
| | - Shazia Babar
- Department of Education and Development, The Aga Khan University Hospital, Karachi, Sindh, Pakistan
| | - Asra Qureshi
- Department of Family Medicine, The Aga Khan University Hospital, Karachi, Sindh, Pakistan
| | - Samar Zaki
- Department of Family Medicine, The Aga Khan University Hospital, Karachi, Sindh, Pakistan
| | - Ismat Jabeem
- Department of Family Medicine, The Aga Khan University Hospital, Karachi, Sindh, Pakistan
| | - Rubia Farid
- Department of Family Medicine, The Aga Khan University Hospital, Karachi, Sindh, Pakistan
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Stretton B, Montagu A, Kunnel A, Louise J, Behrendt N, Kovoor J, Bacchi S, Thomas J, Davies E. Perceived and actual value of Student-led Objective Structured Clinical Examinations. CLINICAL TEACHER 2024; 21:e13754. [PMID: 38429878 DOI: 10.1111/tct.13754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Accepted: 02/06/2024] [Indexed: 03/03/2024]
Abstract
INTRODUCTION Student-led Objective Structured Clinical Examinations (OSCEs) provide formative learning opportunities prior to Faculty-led OSCEs. It is important to undertake quality assurance measurements of peer-led assessments because, if they are found to be unreliable and invalid, they may have detrimental impacts. The objectives of this study were to explore and evaluate Student-led OSCEs hosted by fifth-year medical students. METHODS Student-led OSCE results were analysed to examine reliability (Cronbach's alpha). The relationship between Student-led and Faculty-led OSCEs was evaluated using linear regression. Qualitative data were acquired by survey and semi-structured interviews and were analysed using an inductive content analysis approach. RESULTS In total, 85 (94%) of 91 eligible students consented to study participation. Student-led OSCEs had a low-moderate reliability [Cronbach alpha = 0.47 (primary care) and 0.61 (human reproduction/paediatrics) (HRH)]. A statistically significant, positive relationship between Student-led and Faculty-led OSCE results was observed. Faculty-led OSCE grades increased by 0.49 (95% CI: 0.18, 0.80) to 1.09 (95% CI: 0.67, 1.52), for each percentage increase in Student-led OSCE result. Student-led OSCE participants highly valued the authentic peer-assessed experience. Reported benefits included a reduction of perceived stress and anxiety prior to Faculty-led OSCEs, recognition of learning gaps, contribution to overall clinical competency and facilitation of collaboration between peers. DISCUSSION Student-led OSCEs are moderately reliable and can predict Faculty-led OSCE performance. This form of near-peer assessment encourages the metacognitive process of reflective practice and can be effectively implemented to direct further study. Faculties should collaborate with their student bodies to facilitate Student-led OSCEs and offer assistance to improve the quality, and benefits, of these endeavours.
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Affiliation(s)
- Brandon Stretton
- Adelaide Medical School, The University of Adelaide, Adelaide, South Australia, Australia
| | - Adam Montagu
- Adelaide Health Simulation, The University of Adelaide, Adelaide, South Australia, Australia
| | - Aline Kunnel
- Biostatistics Unit, South Australian Health and Medical Research Institute, Adelaide, South Australia, Australia
| | - Jenni Louise
- Biostatistics Unit, South Australian Health and Medical Research Institute, Adelaide, South Australia, Australia
| | - Nathan Behrendt
- Adelaide Medical School, The University of Adelaide, Adelaide, South Australia, Australia
| | - Joshua Kovoor
- Adelaide Medical School, The University of Adelaide, Adelaide, South Australia, Australia
- Ballarat Base Hospital, Grampians Health Ballarat, Ballarat, Victoria, Australia
| | - Stephen Bacchi
- Adelaide Medical School, The University of Adelaide, Adelaide, South Australia, Australia
| | - Josephine Thomas
- Adelaide Medical School, The University of Adelaide, Adelaide, South Australia, Australia
| | - Ellen Davies
- Adelaide Health Simulation, The University of Adelaide, Adelaide, South Australia, Australia
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El Sherif R, Shrier I, Paul-Tellier P, Rodriguez C. What do we know about Objective Structured Clinical Examination in Sport and Exercise Medicine? A scoping review. CANADIAN MEDICAL EDUCATION JOURNAL 2024; 15:57-72. [PMID: 39114782 PMCID: PMC11302755 DOI: 10.36834/cmej.77841] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 08/10/2024]
Abstract
Background and objectives Despite the importance of the Objective Structured Clinical Examination (OSCE) in Sport and Exercise Medicine, the literature on the topic is fragmented and has been poorly developed. The goal of this review was to map current knowledge about how the OSCE is used in Sport and Exercise Medicine, and to identify knowledge gaps for future research. Method The authors conducted a scoping review. They searched PubMed and Scopus for articles using key terms related to 'OSCE' and 'sport medicine' with no limit on search start date and up to July 2022. Retrieved records were imported, abstracts were screened, and full-text articles were reviewed. A forward and backward citation tracking was conducted. Data was extracted and a qualitative meta-summary of the studies was conducted. Results A total of 469 records were screened, and 22 studies were included. The objectives of the studies included using OSCEs to assess knowledge/skills after a training program (n = 11), to assess an intervention (n = 8), and to assess and improve the OSCE itself (n = 3). Thirteen studies reported validity and/or reliability of the OSCE. Conclusion Despite the widespread use of OSCEs in the examination of Sport and Exercise Medicine trainees, only a handful of scholarly works have been published. More research is needed to support the use of OSCE in Sport and Exercise Medicine for its initial purpose. We highlight avenues for future research such as assessing the need for a deeper exploration of the relationship between candidate characteristics and OSCE scores.
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Affiliation(s)
- Reem El Sherif
- Department of Family Medicine, McGill University, Quebec, Canada
| | - Ian Shrier
- Department of Family Medicine, McGill University, Quebec, Canada
- Centre for Clinical Epidemiology, Lady Davis Institute, Jewish General Hospital, Montreal, Quebec, Canada
| | | | - Charo Rodriguez
- Department of Family Medicine, McGill University, Quebec, Canada
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Carsuzaa F, Larid G, Martin M, Coudroy R, Vallée M, Paccalin M, Brunet K, Jutant EM. Impact of hospital internships on success in university summative objective structured clinical examinations: Large-scale experience in a French medical school. PLoS One 2024; 19:e0302427. [PMID: 38870194 PMCID: PMC11175433 DOI: 10.1371/journal.pone.0302427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2024] [Accepted: 04/04/2024] [Indexed: 06/15/2024] Open
Abstract
BACKGROUND Objective structured clinical examinations (OSCEs) are extensively used in many medical schools worldwide with the stated objective to assess students' clinical skills acquired during internships. The objective of the present study was to assess the factors associated with success in university summative OSCEs, especially the impact of previous hospital internships in corresponding disciplines and supervision during internships. METHODS This was a cross-sectional study assessing the results in the summative OSCEs of 4th year medical students during the 2021-2022 academic year in a French medical school. The summative OSCEs included five stations for each student. Each student answered a survey at the end of summative OSCEs about previous internships, the supervision they had and perceived difficulty levels for each station. The scores in each station were assessed according to previous hospital internships in the corresponding discipline. Analysis of predictive factors of success in OSCEs, defined by a score ≥ 10/20 at each station, were performed using univariate and multivariate logistic regression. RESULTS Out of the 220 students participating in the summative OSCEs, 182 (83%) answered the survey. One hundred and forty-four (79%) of these students had carried out hospital internships in at least one of the disciplines evaluated during the OSCEs. Students having completed an internship in the corresponding discipline had significantly higher OSCEs scores for interrogation, communication, therapeutic education and procedure stations compared to those who had not. Previous internship in corresponding disciplines was independently associated with success in OSCEs in interrogation (OR 9.45 [1.34-66.8] p = 0.02), clinical examination (OR 6.93 [1.88-25.57] p = 0.004, and therapeutic education (OR 3.09 [1.22-7.82] p = 0.02) stations. CONCLUSION Previous hospital internships in the discipline evaluated by the OSCEs are associated with success in summative OSCEs. This reinforces the importance of student involvement during their hospital internships.
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Affiliation(s)
- Florent Carsuzaa
- Service d’oto-Rhino-Laryngologie et Chirurgie Cervico-Faciale, Centre Hospitalier Universitaire de Poitiers, Laboratoire Inflammation Tissus Epithéliaux et Cytokines, LITEC UR15560, Université de Poitiers, Poitiers, France
| | - Guillaume Larid
- Service de Rhumatologie, Centre Hospitalier Universitaire de Poitiers, Laboratoire Inflammation Tissus Epithéliaux et Cytokines, LITEC UR15560, Université de Poitiers, Poitiers, France
| | - Mickaël Martin
- Service de Médecine Interne, Centre Hospitalier Universitaire de Poitiers, INSERM U1313, IRATI Research Group, Université de Poitiers, Poitiers, France
| | - Rémi Coudroy
- Médecine Intensive et Réanimation, Centre Hospitalier Universitaire de Poitiers, INSERM CIC 1402, IS-ALIVE Research Group, Université de Poitiers, Poitiers, France
| | - Maxime Vallée
- Service d’urologie, Centre Hospitalier Universitaire de Poitiers, Université de Poitiers, Poitiers, France
| | - Marc Paccalin
- Service de Gériatrie, Centre Hospitalier Universitaire de Poitiers, Université de Poitiers, Poitiers, France
| | - Kévin Brunet
- Service de Mycologie et Parasitologie, Centre Hospitalier Universitaire de Poitiers, Université de Poitiers, Poitiers, France
| | - Etienne-Marie Jutant
- Respiratory Department, Centre Hospitalier Universitaire de Poitiers, INSERM CIC 1402, IS-ALIVE Research Group, University of Poitiers, Poitiers, France
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Weidmann AE. Artificial intelligence in academic writing and clinical pharmacy education: consequences and opportunities. Int J Clin Pharm 2024; 46:751-754. [PMID: 38472596 PMCID: PMC11133206 DOI: 10.1007/s11096-024-01705-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Accepted: 01/20/2024] [Indexed: 03/14/2024]
Abstract
The current academic debate on the use of artificial intelligence (AI) in research and teaching has been ongoing since the launch of ChatGPT in November 2022. It mainly focuses on ethical considerations, academic integrity, authorship and the need for new legal frameworks. Time efficiencies may allow for more critical thinking, while ease of pattern recognition across large amounts of data may promote drug discovery, better clinical decision making and guideline development with resultant consequences for patient safety. AI is also prompting a re-evaluation of the nature of learning and the purpose of education worldwide. It challenges traditional pedagogies, forcing a shift from rote learning to more critical, analytical, and creative thinking skills. Despite this opportunity to re-think education concepts for pharmacy curricula several universities around the world have banned its use. This commentary summarizes the existing debate and identifies the consequences and opportunities for clinical pharmacy research and education.
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Affiliation(s)
- Anita Elaine Weidmann
- Department of Clinical Pharmacy, Institute of Pharmacy, Innsbruck University, Innrain 80, 6020, Innsbruck, Austria.
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Taylor J, Curtis SD, St Onge E, Egelund EF, Venugopalan V, Whalen K. Implementation of standard setting for high-stakes objective structured clinical examinations. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:465-468. [PMID: 38582641 DOI: 10.1016/j.cptl.2024.03.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2023] [Revised: 01/03/2024] [Accepted: 03/16/2024] [Indexed: 04/08/2024]
Abstract
BACKGROUND AND PURPOSE To describe one institution's approach to transformation of high-stakes objective structure clinical examinations (OSCEs) from norm-referenced to criterion-referenced standards setting and to evaluate the impact of these changes on OSCE performance and pass rates. EDUCATIONAL ACTIVITY AND SETTING The OSCE writing team at the college selected a modified Angoff method appropriate for high-stakes assessments to replace the two standard deviation method previously used. Each member of the OSCE writing team independently reviewed the analytical checklist and calculated a passing score for active stations on OSCEs. Then the group met to determine a final pass score for each station. The team also determined critical cut points for each station, when indicated. After administration of the OSCEs, scores, pass rates, and need for remediation were compared to the previous norm-referenced method. Descriptive statistics were used to summarize the data. FINDINGS OSCE scores remained relatively unchanged when switched to a criterion-referenced method, but the number of remediators increased up to 2.6 fold. In the first year, the average score increased from 86.8% to 91.7% while the remediation rate increased from 2.8% to 7.4%. In the third year, the average increased from 90.9% to 92% while the remediation rate increased from 6% to 15.6%. Likewise, the fourth-year average increased from 84.9% to 87.5% while the remediation rate increased from 4.4% to 9%. SUMMARY Transition to a modified Angoff method did not impact average OSCE score but did increase the number of remediations.
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Affiliation(s)
- James Taylor
- University of Florida College of Pharmacy, 1225 Center Drive, Gainesville, FL 32610, United States of America.
| | - Stacey D Curtis
- University of Florida College of Pharmacy, 1225 Center Drive, Gainesville, FL 32610, United States of America.
| | - Erin St Onge
- University of Florida College of Pharmacy, 6550 Sanger Rd, Orlando, FL 32827, United States of America.
| | - Eric F Egelund
- University of Florida College of Pharmacy, 580 W 8th ST, Jacksonville, FL 32209, United States of America.
| | - Veena Venugopalan
- University of Florida College of Pharmacy, 1225 Center Drive, Gainesville, FL 32610, United States of America.
| | - Karen Whalen
- University of Florida College of Pharmacy, 1225 Center Drive, Gainesville, FL 32610, United States of America.
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Godwin M, Lin AJ, Bin Hamdan R, Aldosari M, Lopez L, Park SE. Evaluating student performance assessment methods in Objective Structured Clinical Exam: perspectives and comparisons. J Dent Educ 2024. [PMID: 38736189 DOI: 10.1002/jdd.13574] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Revised: 04/18/2024] [Accepted: 04/19/2024] [Indexed: 05/14/2024]
Abstract
PURPOSE This study aims to evaluate how student performance and perspectives changed when the Objective Structured Clinical Exam (OSCE) assessment system was changed from a composite score to discipline-specific grading at the Harvard School of Dental Medicine. METHODS The retrospective study population consisted of all students (n = 349) who completed three OSCEs (OSCE 1, 2, and 3) as part of the predoctoral program during the years 2014-2023. Data on the students' OSCE scores were obtained from the Office of Dental Education, and data on students' race/ethnicity and gender were obtained from their admissions data. RESULTS The likelihood of a student failing the OSCE after the assessment system change significantly increased with an adjusted odds ratio of 20.12. After the change, the number of failed subjects per student decreased with an adjusted mean ratio of 0.48. Students perceived the OSCE as being less useful after the change. Independent of the grading change, OSCEs 1 and 2 were seen as more useful compared to OSCE 3, which is administered in the last year of the Doctor of Dental Medicine program. CONCLUSION The discipline-specific nature of the new assessment system helps focus on specific areas of remediation, rather than blanket remediation used previously, in order to isolate the actual areas of deficiency and to focus remediation efforts so that students can align their learning needs appropriately. Therefore, although the actual number of fails identified increased for the course, the assessment change has allowed for more directed, actionable information to be gained from the OSCE to prepare students to work toward competency standards.
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Affiliation(s)
- Matthew Godwin
- General Practice Dental Residency, Providence St. Peter Hospital, Olympia, Washington, USA
| | - Amy J Lin
- DMD Candidate, Class of 2026, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Rahaf Bin Hamdan
- Department of Periodontics and Community Dentistry, King Saud University College of Dentistry, Riyadh, Saudi Arabia
| | - Muath Aldosari
- Department of Periodontics and Community Dentistry, King Saud University College of Dentistry, Riyadh, Saudi Arabia
- Department of Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Luis Lopez
- DMD Candidate, Class of 2026, Harvard School of Dental Medicine, Boston, Massachusetts, USA
- Department of Periodontics and Community Dentistry, King Saud University College of Dentistry, Riyadh, Saudi Arabia
| | - Sang E Park
- Office of Dental Education, Harvard School of Dental Medicine, Boston, Massachusetts, USA
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Heuwieser W, Moody R, Zurakowski M, Virkler PD. Checklist-based approach to measure milker behavior before and after training. JDS COMMUNICATIONS 2024; 5:190-194. [PMID: 38646575 PMCID: PMC11026930 DOI: 10.3168/jdsc.2023-0454] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Accepted: 11/04/2023] [Indexed: 04/23/2024]
Abstract
So far, evaluation of training initiatives for dairy farm employees has been limited to the reaction and learning level. The effect of training on dairy farm employees' behavior has not been studied yet. The objective of this study was to determine the effectiveness of online training to change employee behavior toward best-practice routines. An interactive training course related to udder health was developed in 5 modules in Spanish and English: (1) collecting an aseptic milk sample, (2) administering intramammary treatment, (3) deciding on salable milk, (4) treating a cow at dry-off with antibiotics, and (5) administering teat sealants. Participants navigated the modules at their own pace or watched a narrated video. Employees were assessed performing 2 procedures related to dry cow treatment (i.e., treating a cow at dry-off with antibiotics, administering internal teat sealant) by using an objective structured clinical examination. If possible, all employees were scored performing the procedure on 2 cows before and within 2 to 3 wk after the training was applied.
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Affiliation(s)
- Wolfgang Heuwieser
- Department of Population Medicine and Diagnostic Sciences, Cornell University, Ithaca, NY 14853
- Clinic for Animal Reproduction, Faculty of Veterinary Medicine, Freie Universität Berlin, 14163 Berlin, Germany
| | - Rachel Moody
- Department of Population Medicine and Diagnostic Sciences, Cornell University, Ithaca, NY 14853
| | - Michael Zurakowski
- Department of Population Medicine and Diagnostic Sciences, Cornell University, Ithaca, NY 14853
| | - Paul D. Virkler
- Department of Population Medicine and Diagnostic Sciences, Cornell University, Ithaca, NY 14853
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Mehandru N, Miao BY, Almaraz ER, Sushil M, Butte AJ, Alaa A. Evaluating large language models as agents in the clinic. NPJ Digit Med 2024; 7:84. [PMID: 38570554 PMCID: PMC10991271 DOI: 10.1038/s41746-024-01083-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2023] [Accepted: 03/22/2024] [Indexed: 04/05/2024] Open
Affiliation(s)
- Nikita Mehandru
- University of California, Berkeley, 2195 Hearst Ave, Warren Hall Suite, 120C, Berkeley, CA, USA
| | - Brenda Y Miao
- Bakar Computational Health Sciences Institute, University of California San Francisco, San Francisco, CA, USA
| | - Eduardo Rodriguez Almaraz
- Neurosurgery Department Division of Neuro-Oncology, University of California San Francisco, 400 Parnassus Avenue, 8th floor, RM A808, San Francisco, CA, USA
- Department of Epidemiology and Biostatistics, University of California San Francisco, 400 Parnassus Avenue, 8th floor, RM A808, San Francisco, CA, USA
| | - Madhumita Sushil
- Bakar Computational Health Sciences Institute, University of California San Francisco, San Francisco, CA, USA
| | - Atul J Butte
- Bakar Computational Health Sciences Institute, University of California San Francisco, San Francisco, CA, USA
- Department of Pediatrics, University of California San Francisco, San Francisco, CA, USA
| | - Ahmed Alaa
- University of California, Berkeley, 2195 Hearst Ave, Warren Hall Suite, 120C, Berkeley, CA, USA.
- Bakar Computational Health Sciences Institute, University of California San Francisco, San Francisco, CA, USA.
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Cristobal E, Perkins K, Kang C, Chen S. Impact of a Mock OSCE on Student Confidence in Applying the Pharmacists' Patient Care Process. PHARMACY 2024; 12:54. [PMID: 38668080 PMCID: PMC11053486 DOI: 10.3390/pharmacy12020054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2024] [Revised: 03/12/2024] [Accepted: 03/22/2024] [Indexed: 04/29/2024] Open
Abstract
The Medical and Pharmacy Student Collaboration (MAPSC) student organization at the University of Southern California, Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences, created an extracurricular, peer-led, virtual group mock objective structured clinical examination (MOSCE) to expose first-year pharmacy students (P1s) to the Pharmacists' Patient Care Process (PPCP). The purpose of this study is to evaluate the impact of a MAPSC MOSCE on P1s self-reported confidence in applying the PPCP and on patient communication, medication knowledge, and clinical skills. An anonymous, optional, self-reported survey was administered to P1s before and after the event, where they rated their confidence on a scale of 0-100 (0 = not confident, 100 = certainly confident). The statistical analysis was a paired two-tailed t-test with a significance level of p < 0.05. A total of 152 P1s and 30 facilitators attended the MOSCE. One hundred thirty-nine students met the inclusion criteria and were included in the data analysis. There was a statistically significant difference in the change in self-reported confidence for all PPCP components and learning outcomes. The results of our study strongly indicate that introducing P1 students to the PPCP through a MAPSC MOSCE format is a valuable experience.
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Affiliation(s)
- Eleonso Cristobal
- Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences, Health Sciences Campus, University of Southern California, 1985 Zonal Ave, Los Angeles, CA 90089, USA; (K.P.); (S.C.)
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Fitzgerald N, Moylett E, Gaffney G, McCarthy G, Fapohunda O, Murphy AW, Geoghegan R, Hallahan B. Undertaking a face-to-face objective structured clinical examination for medical students during the COVID-19 pandemic. Ir J Psychol Med 2024; 41:61-67. [PMID: 35575056 DOI: 10.1017/ipm.2022.19] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
INTRODUCTION AND AIMS Objective structured clinical examinations (OSCEs) play a pivotal role in medical education assessment. The Advanced Clinical Skills (ACS) OSCE examines clinical skills in psychiatry, general practice, obstetrics and gynaecology and paediatrics. This study examined if the 2020 ACS OSCE for fourth year medical students attending the National University of Ireland, Galway, was associated with any significant result differences compared to the equivalent 2019 OSCE. Additionally, we assessed students' satisfaction and explored any organisational difficulties in conducting a face-to-face OSCE during the COVID-19 pandemic. MATERIALS AND METHODS This study compared anonymised data between the 2019 and 2020 ACS OSCEs and analysed anonymised student feedback pertaining to the modified 2020 OSCE. RESULTS The mean total ACS OSCE result achieved in 2020 was statistically higher compared to the 2019 OSCE [62.95% (SD = 6.21) v. 59.35% (SD = 5.54), t = 6.092, p < 0.01], with higher marks noted in psychiatry (p = 0.001), paediatrics (p = 0.001) and general practice (p < 0.001) with more students attaining honours grades (χ2 = 27.257, df = 3, p < 0.001). No difference in failure rates were found. Students reported feeling safe performing the 2020 OSCE (89.2%), but some expressed face-mask wearing impeded their communication skills (47.8%). CONCLUSION This study demonstrates that conducting a face-to-face OSCE during the pandemic is feasible and associated with positive student feedback. Exam validity has been demonstrated as there was no difference in the overall pass rate.
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Affiliation(s)
- N Fitzgerald
- School of Medicine, National University of Ireland Galway, Galway, Ireland
- Department of General Practice, National University of Ireland, Galway, Ireland
| | - E Moylett
- School of Medicine, National University of Ireland Galway, Galway, Ireland
- Department of Paediatrics, University Hospital Galway, Ireland
| | - G Gaffney
- School of Medicine, National University of Ireland Galway, Galway, Ireland
- Department of Obstetrics and Gynaecology, University Hospital Galway, Ireland
| | - G McCarthy
- School of Medicine, National University of Ireland Galway, Galway, Ireland
- Sligo-Leitrim Mental Health Services, Sligo University Hospital, Ireland
| | - O Fapohunda
- School of Medicine, National University of Ireland Galway, Galway, Ireland
- Department of Otolaryngology, University Hospital Galway, Ireland
| | - A W Murphy
- School of Medicine, National University of Ireland Galway, Galway, Ireland
- Department of General Practice, National University of Ireland, Galway, Ireland
| | - R Geoghegan
- School of Medicine, National University of Ireland Galway, Galway, Ireland
- Department of Paediatrics, University Hospital Galway, Ireland
| | - B Hallahan
- School of Medicine, National University of Ireland Galway, Galway, Ireland
- Galway-Roscommon Mental Health Services, University Hospital Galway, Ireland
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Neuwirt H, Eder IE, Gauckler P, Horvath L, Koeck S, Noflatscher M, Schaefer B, Simeon A, Petzer V, Prodinger WM, Berendonk C. Impact of familiarity with the format of the exam on performance in the OSCE of undergraduate medical students - an interventional study. BMC MEDICAL EDUCATION 2024; 24:179. [PMID: 38395807 PMCID: PMC10893607 DOI: 10.1186/s12909-024-05091-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Accepted: 01/24/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND Assessments, such as summative structured examinations, aim to verify whether students have acquired the necessary competencies. It is important to familiarize students with the examination format prior to the assessment to ensure that true competency is measured. However, it is unclear whether students can demonstrate their true potential or possibly perform less effectively due to the unfamiliar examination format. Hence, we questioned whether a 10-min active familiarization in the form of simulation improved medical students´ OSCE performance. Next, we wanted to elucidate whether the effect depends on whether the familiarization procedure is active or passive. METHODS We implemented an intervention consisting of a 10-min active simulation to prepare the students for the OSCE setting. We compared the impact of this intervention on performance to no intervention in 5th-year medical students (n = 1284) from 2018 until 2022. Recently, a passive lecture, in which the OSCE setting is explained without active participation of the students, was introduced as a comparator group. Students who participated in neither the intervention nor the passive lecture group formed the control group. The OSCE performance between the groups and the impact of gender was assessed using X2, nonparametric tests and regression analysis (total n = 362). RESULTS We found that active familiarization of students (n = 188) yields significantly better performance compared to the passive comparator (Cohen´s d = 0.857, p < 0.001, n = 52) and control group (Cohen´s d = 0.473, p < 0.001, n = 122). In multivariate regression analysis, active intervention remained the only significant variable with a 2.945-fold increase in the probability of passing the exam (p = 0.018). CONCLUSIONS A short 10-min active intervention to familiarize students with the OSCE setting significantly improved student performance. We suggest that curricula should include simulations on the exam setting in addition to courses that increase knowledge or skills to mitigate the negative effect of nonfamiliarity with the OSCE exam setting on the students.
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Affiliation(s)
- Hannes Neuwirt
- Department of Internal Medicine IV - Nephrology and Hypertension, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria.
| | - Iris E Eder
- Department of Urology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Philipp Gauckler
- Department of Internal Medicine IV - Nephrology and Hypertension, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Lena Horvath
- Department of Internal Medicine V - Hematology and Oncology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Stefan Koeck
- Department of Internal Medicine V - Hematology and Oncology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Maria Noflatscher
- Department of Internal Medicine III - Cardiology and Angiology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Benedikt Schaefer
- Department of Internal Medicine I - Gastroenterology, Hepatology and Endocrinology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Anja Simeon
- Department of Internal Medicine II, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Verena Petzer
- Department of Internal Medicine V - Hematology and Oncology, Medical University of Innsbruck, Anichstrasse 35, 6020, Innsbruck, Austria
| | - Wolfgang M Prodinger
- Vice Rectorate for Teaching and Study Affairs, Medical University of Innsbruck, Fritz-Pregl-Strasse 3, 6020, Innsbruck, Austria
| | - Christoph Berendonk
- Institute for Medical Education (IML) - Assessment and Evaluation Unit (AAE), University of Bern, Mittelstrasse 43, CH-3012, Bern, Switzerland
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Varghese S, Abraham L. Comparison of Peyton's Four-Step Approach With the Conventional Bedside Technique in Teaching Clinical Examination Skills to Medical Students. Cureus 2024; 16:e54397. [PMID: 38505435 PMCID: PMC10950315 DOI: 10.7759/cureus.54397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2024] [Accepted: 02/18/2024] [Indexed: 03/21/2024] Open
Abstract
BACKGROUND Conventional bedside teaching (CBT) is an integral and classical method for imparting clinical skills to undergraduates in medical schools. It is a traditionally successful approach, especially when it comes to imparting patient-doctor relationship skills and knowledge on clinical management. Peyton's four-step approach (PFSA) is one of the newer structured instructional approaches for teaching-learning, especially for imparting procedural and complex psychomotor skills. The present study compares the application of PFSA in teaching complex systemic examination skills to the CBT technique in teaching the same skill to MBBS students. The impact of the acquisition of this examination skill was assessed statistically to compare PFSA and CBT methodologies. METHODOLOGY The target population was MBBS (Bachelor of Medicine and Bachelor of Surgery) students; for this study, the phase II MBBS students were considered as the study population since they were relatively naïve to clinical bedside examination skills. Students were allotted groups and they were taught clinical skills through CBT and PFSA separately. Using the OpenEpi toolkit Version 3 open-source sample size calculator for comparing two means, the sample size was 30 students in each group. The students were assessed for their competency and were also made to fill out a feedback questionnaire to compare the two methods of education dispensing. Results: The results of this study showed that PFSA is definitely suitable for teaching clinical examination skills. The acquisition of skills was found non-inferior to CBT while the retention of these skills was found to be equally good or even superior with PFSA than with CBT. Conclusion: PFSA has already been proven to be a good teaching method for the acquisition of complex procedural skills. This study expands the role of PFSA in teaching clinical bedside examination skills to medical students. Further large-scale studies may clarify the learning impact and outcomes of PFSA in clinical bedside teaching.
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Affiliation(s)
- Sajit Varghese
- General Medicine, Pushpagiri Institute of Medical Sciences & Research Center, Thiruvalla, IND
| | - Lissa Abraham
- Emergency Medicine, Pushpagiri Institute of Medical Sciences & Research Center, Thiruvalla, IND
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Baptista VIDA, Braz JKFDS, Neto SPD, Rabêlo JWC, Marinho RC, Lucena EEDS. Multiple stations in an integrated design of cardiovascular system morphology for medical undergraduate. Ann Anat 2024; 251:152146. [PMID: 37652167 DOI: 10.1016/j.aanat.2023.152146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/16/2023] [Revised: 07/25/2023] [Accepted: 08/01/2023] [Indexed: 09/02/2023]
Abstract
The morphology knowledge is essential for clinical, diagnostic and surgical practice in medicine. However, it is a great challenge teaching this science in an integrated curriculum, since it has the need of active methods associated with technology, in a total impaired workload. Therefore, this work described an educational design of multiple practice stations in order to teach morphology of the cardiovascular system in the undergraduate medical education. This activity was conducted in the Multicampi School of Medical Sciences of Federal University of Rio Grande do Norte (UFRN) in Caicó/Brazil. Four anatomy stations and four embryology and histology stations of heart and blood vessels were drawn up. Anatomy stations approached cardiac cycle and cardiac valves (1 A); mediastinum and pericardium (2 A); internal morphology and heart conduction system (3 A) and external morphology of heart (4 A). Whereas embryology and histology stations approached embryogenesis of the heart (1B); cardiac microanatomy and fetal circulation (2B); and vascular microanatomy (3B;4B). All the stations emphasized cognitive and psychomotor fields associated with clinical correlations to active application of morphology knowledge. The multiple stations were considered as an organized, productive, enlightening and riveting alternative to medical students and teaching staff. This innovative experience integrated and energized the three areas of morphological sciences, resignifying the teaching and learning of cardiovascular system morphology.
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Affiliation(s)
| | | | | | - José Wilamy Cosme Rabêlo
- Multicampi School of Medical Sciences, Federal University of Rio Grande do Norte, UFRN, RN, Brazil.
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Medeiros GA, Gualberto IJN, da Silva CHND, Diniz AMB, de Santana JBF, Volpe FP, Gadde R, Mazzo A, de Oliveira RC, Sbragia L. Development of a low-cost congenital abdominal wall defect simulator (wall-go) for undergraduate medical education: a validation study. BMC MEDICAL EDUCATION 2023; 23:966. [PMID: 38102605 PMCID: PMC10724958 DOI: 10.1186/s12909-023-04929-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 12/04/2023] [Indexed: 12/17/2023]
Abstract
BACKGROUND Congenital Anomalies were responsible for 303,000 deaths in the neonatal period, according to the WHO, they are among the world's top 20 causes of morbidity and mortality. Expensive simulators demonstrate several diseases, but few are related to congenital anomalies. This study aims to develop, validate, and evaluate low-cost simulator models (WALL-GO) of the most common abdominal wall defects, gastroschisis, and omphalocele, to enable diagnosis through an accessible tool with study value and amenable to replication. METHODS Market research was conducted to find materials to build low-cost models. The researchers built the model and underwent validation assessment of the selected experts who scored five or more in the adapted Fehring criteria. The experts were assessed through a 5-point Likert scale to 7 statements (S1-7). Statements were assigned values according to relevance in face and transfer validities. Concomitantly, the model was also evaluated by students from 1st to 5th year with the same instruments. Content Validity Indexes (CVIs) were considered validated between groups with concordance greater than 90%. Text feedback was also collected. Each statement was subjected to Fisher's Exact Test. RESULTS Gastroschisis and omphalocele model costs were US $15 and US $27, respectively. In total, there were 105 simulator evaluators. 15 experts were selected. Of the 90 students, there were 16 (1st year), 22 (2nd), 16 (3rd), 22 (4th), and 14 (5th). Students and experts obtained CVI = 96.4% and 94.6%, respectively. The CVIs of each statement were not significantly different between groups (p < 0,05). CONCLUSIONS The WALL-GO models are suitable for use and replicable at a manufacturable low cost. Mannequins with abdominal wall defects are helpful in learning to diagnose and can be applied in teaching and training health professionals in developing and low-income countries.
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Affiliation(s)
- Gabriel Araújo Medeiros
- Bauru Medical School, Department of Pediatric Dentistry, Orthodontics, and Public Health, Bauru School of Dentistry, University of São Paulo, Bauru, Sao Paulo, Brazil
| | - Igor José Nogueira Gualberto
- Bauru Medical School, Department of Pediatric Dentistry, Orthodontics, and Public Health, Bauru School of Dentistry, University of São Paulo, Bauru, Sao Paulo, Brazil
| | | | - Ana Maria Bicudo Diniz
- Division of Pediatric Surgery, Department of Surgery and Anatomy, Ribeirão Preto Medical School, University of São Paulo, Av Bandeirantes 3900, 10th floor, Ribeirão Preto, São Paulo, SP, Brazil
| | | | - Fábio Perecin Volpe
- Division of Pediatric Surgery, Department of Surgery and Anatomy, Ribeirão Preto Medical School, University of São Paulo, Av Bandeirantes 3900, 10th floor, Ribeirão Preto, São Paulo, SP, Brazil
| | - Rahul Gadde
- Division of Pediatric Surgery, Nationwide Children's Hospital, Columbus, OH, USA
| | - Alessandra Mazzo
- Bauru Medical School, Department of Pediatric Dentistry, Orthodontics, and Public Health, Bauru School of Dentistry, University of São Paulo, Bauru, Sao Paulo, Brazil
| | - Rodrigo Cardoso de Oliveira
- Department of Biological Sciences, Bauru School of Dentistry, University of São Paulo, Bauru, Sao Paulo, Brazil
| | - Lourenço Sbragia
- Division of Pediatric Surgery, Department of Surgery and Anatomy, Ribeirão Preto Medical School, University of São Paulo, Av Bandeirantes 3900, 10th floor, Ribeirão Preto, São Paulo, SP, Brazil.
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Salawu YK, Stewart D, Daud A. Structures, processes and outcomes of objective structured clinical examinations in dental education during the COVID-19 pandemic: A scoping review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:802-814. [PMID: 36337030 PMCID: PMC9877700 DOI: 10.1111/eje.12869] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/13/2021] [Revised: 08/30/2022] [Accepted: 10/28/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Objective structured clinical examinations (OSCEs) are an essential examination tool within undergraduate dental education. Fear of spread of the COVID-19 virus led to dental institutions exploring alternative means of conducting OSCEs. The aim of this scoping review was to investigate what structures, processes and outcomes of dental OSCEs were reported during the COVID-19 pandemic. MATERIALS AND METHODS This scoping review was conducted and reported adhering to the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review guidelines (PRISMA-ScR). Published literature was identified through a systematic search of PubMed, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (Eric), ProQuest and Google Scholar. Identified articles were independently reviewed by two authors (KS, AD), followed by synthesis in terms of the reported structures, processes and outcomes. Articles reporting cancellation or rescheduling were also included, extracting data on reasons and any suggestions/recommendations. RESULTS The search yielded a total of 290 studies of which 239 sources were excluded after removal of duplicates, leaving 51 studies for title and abstract evaluation. Thirty-four articles were excluded as they did not report on the topic of interest, leaving 17 for full-text evaluation, of which nine were analysed according to the pre-set themes. All dental OSCEs taking place (n = 6) were conducted online whilst the remaining (n = 3) were either cancelled or rescheduled. Data on structures reported specific online videoconferencing software used and provision of staff and student training. Processes on the execution of online OSCEs varied significantly from one study to the other, providing rich data on how dental institutions may carry out such assessments tailored to their need. Information regarding outcomes was sparse, as little attention was paid to the results of the students compared to pre-pandemic, lacking investigation into reliability and validity of online dental OSCEs. CONCLUSION Dental OSCEs could be conducted online implementing well-planned structures and processes; however, further evidence is needed to prove its reliability and validity based on outcomes. Dental institutions may need to consider alternative methods to assess practical competencies if online OSCEs are to take place.
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Affiliation(s)
- Yetunde Kemi Salawu
- Together Dental Corporate Dentistry Group, and Community Dental ServicesEssexUK
| | - Derek Stewart
- College of Pharmacy, QU HealthQatar UniversityDohaQatar
| | - Alaa Daud
- College of Dental Medicine, QU HealthQatar UniversityDohaQatar
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Chang O, Holbrook AM, Lohit S, Deng J, Xu J, Lee M, Cheng A. Comparability of Objective Structured Clinical Examinations (OSCEs) and Written Tests for Assessing Medical School Students' Competencies: A Scoping Review. Eval Health Prof 2023; 46:213-224. [PMID: 36959750 PMCID: PMC10443966 DOI: 10.1177/01632787231165797] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/25/2023]
Abstract
Objective Structured Clinical Examinations (OSCEs) and written tests are commonly used to assess health professional students, but it remains unclear whether the additional human resources and expenses required for OSCEs, both in-person and online, are worthwhile for assessing competencies. This scoping review summarized literature identified by searching MEDLINE and EMBASE comparing 1) OSCEs and written tests and 2) in-person and online OSCEs, for assessing health professional trainees' competencies. For Q1, 21 studies satisfied inclusion criteria. The most examined health profession was medical trainees (19, 90.5%), the comparison was most frequently OSCEs versus multiple-choice questions (MCQs) (18, 85.7%), and 18 (87.5%) examined the same competency domain. Most (77.5%) total score correlation coefficients between testing methods were weak (r < 0.40). For Q2, 13 articles were included. In-person and online OSCEs were most used for medical trainees (9, 69.2%), checklists were the most prevalent evaluation scheme (7, 63.6%), and 14/17 overall score comparisons were not statistically significantly different. Generally low correlations exist between MCQ and OSCE scores, providing insufficient evidence as to whether OSCEs provide sufficient value to be worth their additional cost. Online OSCEs may be a viable alternative to in-person OSCEs for certain competencies where technical challenges can be met.
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Affiliation(s)
- Oswin Chang
- Clinical Pharmacology and Toxicology Research, St Joseph’s Healthcare Hamilton
- Faculty of Health Sciences, McMaster University
| | - Anne M. Holbrook
- Clinical Pharmacology and Toxicology Research, St Joseph’s Healthcare Hamilton
- Division of Clinical Pharmacology and Toxicology, McMaster University
| | - Simran Lohit
- Clinical Pharmacology and Toxicology Research, St Joseph’s Healthcare Hamilton
- Faculty of Health Sciences, McMaster University
| | - Jiawen Deng
- Clinical Pharmacology and Toxicology Research, St Joseph’s Healthcare Hamilton
- Faculty of Health Sciences, McMaster University
| | - Janice Xu
- Clinical Pharmacology and Toxicology Research, St Joseph’s Healthcare Hamilton
- Faculty of Health Sciences, McMaster University
| | - Munil Lee
- Schulich School of Medicine and Dentistry,University of Western Ontario
| | - Alan Cheng
- Clinical Pharmacology and Toxicology Research, St Joseph’s Healthcare Hamilton
- Faculty of Health Sciences, McMaster University
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Simões RL, Bicudo AM, Passeri SMRR, Calderan TRA, Rizoli S, Fraga GP. Can trauma leagues contribute to better cognitive performance and technical skills of medical students? The experience of the Unicamp trauma league. Eur J Trauma Emerg Surg 2023; 49:1909-1916. [PMID: 37264152 DOI: 10.1007/s00068-023-02283-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 05/14/2023] [Indexed: 06/03/2023]
Abstract
PURPOSE Trauma leagues (TLs) are extracurricular programs that offer medical students supervised exposure to trauma and acute care surgery, mentorship, and participation in other academic activities. TLs are fully approved medical schools, and currently, over 100 TLs exist in Brazil. We hypothesized that the performance/competence of medical students who participated in TLs was superior compared to non-participants. This study evaluated and compared the cognitive performance and technical skills of the two groups. METHODS This retrospective cohort study evaluated the performance of TL medical students to non-TL alumni from 2005 to 2017, using the students' academic performance coefficient, Clinical Competence Assessment, and Progress Test results. SigmaPlot 12.0 software was used to perform statistical analyses, including Mann-Whitney comparison tests and the Kruskal-Wallis test to confirm the data. RESULTS Of the 1366 medical students who graduated from a Brazilian university, 966 were included, with 17.9% having participated in TL. Compared to non-TL participants, TL students demonstrated better cognitive performance according to the performance coefficient (p = 0.017) and Progress Test result (p < 0.001), and higher achievement in the Clinical Competence Assessment (p < 0.001). CONCLUSION The academic performance of TL students was superior to that of non-TL students at the University of Campinas (Unicamp), suggesting a positive impact of TL in the preparation of future doctors. The study findings suggest that participation in TL at Unicamp was beneficial in preparing better doctors and should be considered by medical schools worldwide. EVIDENCE LEVEL II (Retrospective cohort).
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Affiliation(s)
- Romeo Lages Simões
- Medical School of the Vale do Rio Doce University (Univale), Governador Valadares, MG, Brazil.
- Federal University of Juiz de Fora, Governador Valadares Campus (UFJF-GV), Governador Valadares, MG, Brazil.
| | - Angélica Maria Bicudo
- Department of Pediatrics, School of Medical Sciences, University of Campinas, R. Tessália Vieira de Camargo, 126 - Cidade Universitária, PO BOX 13083-887, Campinas, SP, Brazil
| | - Sílvia Maria Riceto Ronchin Passeri
- School of Medical Sciences, University of Campinas, R. Tessália Vieira de Camargo, 126 - Cidade Universitária, PO BOX 13083-887, Campinas, SP, Brazil
| | - Thiago Rodrigues Araújo Calderan
- Division of Trauma Surgery, School of Medical Sciences, University of Campinas, R. Tessália Vieira de Camargo, 126 - Cidade Universitária, PO BOX 13083-887, Campinas, SP, Brazil
| | - Sandro Rizoli
- Medical Director for Trauma, Hamad General Hospital, PO BOX 3050, Doha, Qatar
| | - Gustavo Pereira Fraga
- Division of Trauma Surgery, School of Medical Sciences, University of Campinas, R. Tessália Vieira de Camargo, 126 - Cidade Universitária, PO BOX 13083-887, Campinas, SP, Brazil
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Gandhi P, Singh HP, Chaturvedi S, Gondhalekar RV, Halappa TS, Gandhi V. Assessment of Perception of Dental Students to OSCE Exams: A Cross-Sectional Study. JOURNAL OF PHARMACY AND BIOALLIED SCIENCES 2023; 15:S1311-S1313. [PMID: 37694021 PMCID: PMC10485532 DOI: 10.4103/jpbs.jpbs_107_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2023] [Revised: 02/10/2023] [Accepted: 02/16/2023] [Indexed: 09/12/2023] Open
Abstract
Aims and Objective To assess the knowledge as well as attitude of dental students to OSCE exams. Materials and Methods With the aim of evaluating the knowledge and attitude of dental students to OSCE exams, the present study was planned and it consisted of total 1000 dental students (Third year, Final year, and Interns) who have taken the OSCE examinations. The survey included a questionnaire in addition to a subsection on participants' demographic information. In addition, a 3-point scale was used to rate the OSCE's impartiality, complexity, education level, as well as favored frequency of usage in comparison with various evaluation formats. Results 562 were males while the remaining 438 were females. While evaluating the student's perception, 36.3 percent of the students agreed that OSCE examination gave precise measure of clinical dental skills. 23.1 percent of the students said OSCE was uniform in terms of standardization, while 25 percent of the students agreed that OSCE score was independent of personality, ethnicity, and gender. Conclusion To recapitulate, the outcomes of this research gave rise to the notion that the OSCE represents a valid as well as objective evaluation tool for clinical abilities.
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Affiliation(s)
- Piyush Gandhi
- Department of Oral Pathology, Dasmesh Institute of Research and Dental Sciences, Faridkot, Punjab, India
| | - Harkanwal P. Singh
- Department of Oral Pathology, Dasmesh Institute of Research and Dental Sciences, Faridkot, Punjab, India
| | - Swati Chaturvedi
- Department of Oral Pathology, Swargiya Dadasaheb Kalmegh Smruti Dental College and Hospital, Nagpur, Maharashtra, India
| | - Rajesh V. Gondhalekar
- Department of Oral Pathology, VYWS Dental College and Hospital, Amravati, Maharashtra, India
| | - Thippeswamy S. Halappa
- Department of Oral Pathology, Dasmesh Institute of Research and Dental Sciences, Faridkot, Punjab, India
| | - Vaishali Gandhi
- Department of Human Anatomy, Dasmesh Institute of Research and Dental Sciences, Faridkot, Punjab, India
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Bach AT, Bethishou L, Beuttler R, Fakourfar N, Rao H. Comparison of Virtual Simulations with Peers versus Actors as Standardized Patients on Virtual OSCE Scores. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100028. [PMID: 37288686 DOI: 10.1016/j.ajpe.2022.11.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 10/25/2022] [Accepted: 11/15/2022] [Indexed: 06/09/2023]
Abstract
OBJECTIVE This study's primary aim is to assess the use of different types of standardized patients (SPs) during formative simulation activities on summative objective structured clinical exams (OSCE) in a PharmD curriculum. METHODS Randomized-controlled study with first-year pharmacy students in a Pharmacist Patient Care Lab (PCL) course. Students were randomized into groups with either hired actors or their peers as SPs for virtual simulation activities. All students then completed a virtual teaching OSCE (TOSCE) and virtual OSCE. A mixed effects analysis was done to compare TOSCE and OSCE scores between the two groups. RESULTS There were no significant differences between the two groups in their TOSCE or OSCE scores for the analytical and global rubrics. CONCLUSION This study demonstrates that peers may be as effective as having hired actors as SPs in preparing students for virtual skills exams.
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Affiliation(s)
| | | | | | | | - Hindu Rao
- Chapman University, School of Pharmacy, USA.
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Woods C, Naroo S, Zeri F, Bakkar M, Barodawala F, Evans V, Fadel D, Kalikivayi L, Lira M, Maseedupally V, Huarte ST, Eperjesi F. Evidence for commonly used teaching, learning and assessment methods in contact lens clinical skills education. Cont Lens Anterior Eye 2023; 46:101821. [PMID: 36805277 DOI: 10.1016/j.clae.2023.101821] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 02/08/2023] [Indexed: 02/18/2023]
Abstract
INTRODUCTION Evidence based practice is now an important part of healthcare education. The aim of this narrative literature review was to determine what evidence exists on the efficacy of commonly used teaching and learning and assessment methods in the realm of contact lens skills education (CLE) in order to provide insights into best practice. A summary of the global regulation and provision of postgraduate learning and continuing professional development in CLE is included. METHOD An expert panel of educators was recruited and completed a literature review of current evidence of teaching and learning and assessment methods in healthcare training, with an emphasis on health care, general optometry and CLE. RESULTS No direct evidence of benefit of teaching and learning and assessment methods in CLE were found. There was evidence for the benefit of some teaching and learning and assessment methods in other disciplines that could be transferable to CLE and could help students meet the intended learning outcomes. There was evidence that the following teaching and learning methods helped health-care and general optometry students meet the intended learning outcomes; clinical teaching and learning, flipped classrooms, clinical skills videos and clerkships. For assessment these methods were; essays, case presentations, objective structured clinical examinations, self-assessment and formative assessment. There was no evidence that the following teaching and learning methods helped health-care and general optometry students meet the intended learning outcomes; journal clubs and case discussions. Nor was any evidence found for the following assessment methods; multiple-choice questions, oral examinations, objective structured practical examinations, holistic assessment, and summative assessment. CONCLUSION Investigation into the efficacy of common teaching and learning and assessment methods in CLE are required and would be beneficial for the entire community of contact lens educators, and other disciplines that wish to adapt this approach of evidence-based teaching.
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Affiliation(s)
- Craig Woods
- School of Optometry and Vision Science, University of New South Wales, Australia; International Association of Contact Lens Educators, Canada
| | - Shehzad Naroo
- College of Health and Life Sciences, Aston University, UK; International Association of Contact Lens Educators, Canada
| | - Fabrizio Zeri
- College of Health and Life Sciences, Aston University, UK; University of Milano-Bicocca, Department of Materials Science, Milan, Italy; International Association of Contact Lens Educators, Canada
| | - May Bakkar
- Faculty of Applied Medical Sciences, Jordan University of Science and Technology, Jordan
| | - Fakhruddin Barodawala
- Faculty of Optometry and Vision Sciences, SEGi University, Malaysia; International Association of Contact Lens Educators, Canada
| | - Vicki Evans
- Faculty of Health, University of Canberra, Australia; International Association of Contact Lens Educators, Canada
| | - Daddi Fadel
- Center for Ocular Research & Education (CORE), School of Optometry & Vision Science, University of Waterloo, Waterloo, Canada
| | | | - Madalena Lira
- Physics Center of Minho and Porto Universities (CF-UM-UP), School of Sciences, University of Minho, Portugal; International Association of Contact Lens Educators, Canada
| | - Vinod Maseedupally
- School of Optometry and Vision Science, University of New South Wales, Australia
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Luo P, Shen J, Yu T, Zhang X, Zheng B, Yang J. Formative objective structured clinical examination with immediate feedback improves surgical clerks' self-confidence and clinical competence. MEDICAL TEACHER 2023; 45:212-218. [PMID: 36151754 DOI: 10.1080/0142159x.2022.2126755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
OBJECTIVE Clerkship is crucial for fourth-year medical students before entering the clinical environment. However, lack of confidence impairs clerks' performance during the clinical rotation. We assess the impact of formative Objective Structured Clinical Examination (OSCE) with immediate feedback on surgical clerks' self-confidence and clinical competence. METHODS This is a prospective randomized controlled study. Thirty-eight fourth-year medical students starting their surgical clerkship were randomly divided into the control group (n = 19) and the OSCE group (n = 19), where an extra 6-station formative OSCE was given prior to the surgical rotation with immediate feedback on the participant's performance. Self-confidence assessment (SCA) was collected from each participant before, right after the formative OSCE and one month later. Clinical competence was assessed using a mini-clinical evaluation exercise (mini-CEX) with a case of acute abdominal pain and direct observation of procedural skills (DOPS) with incision and suture one month later. RESULTS The SCAs were significantly improved in the OSCE group right after the training, and a month later, compared to the control group. The mini-CEX score was significantly higher in the OSCE group compared to the control group, but not the DOPS score of incision and suture. CONCLUSION The formative OSCE with immediate feedback could significantly enhance surgical clerks' self-confidence and their clinical competence when taking the history, performing the physical examination, and in clinical reasoning; however, the formative OSCE did not improve their dexterity in performing the procedural skills.
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Affiliation(s)
- Peng Luo
- Department of General Surgery, Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, Hangzhou, China
| | - Jiliang Shen
- Department of General Surgery, Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, Hangzhou, China
| | - Tunan Yu
- Department of General Surgery, Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, Hangzhou, China
| | - Xiaochen Zhang
- Department of Education Office, Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, Hangzhou, China
| | - Bin Zheng
- Surgical Simulation Research Lab, University of Alberta Office, Edmonton, Alberta, Canada
| | - Jin Yang
- Department of General Surgery, Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, Hangzhou, China
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Pietersen PI, Bhatnagar R, Andreasen F, Konge L, Laursen CB, Rahman N, Nielsen AB. Objective structured clinical examination in basic thoracic ultrasound: a European study of validity evidence. BMC Pulm Med 2023; 23:15. [PMID: 36639627 PMCID: PMC9837899 DOI: 10.1186/s12890-022-02285-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2022] [Accepted: 12/13/2022] [Indexed: 01/15/2023] Open
Abstract
BACKGROUND Basic thoracic ultrasound is being used more frequently by clinicians in several settings due to its high diagnostic accuracy for many common causes of respiratory failure and dyspnoea. However, ultrasound examinations are operator-dependent, and sufficient competences are needed to obtain high sensitivity and specificity of examinations. Additionally, it is crucial for ultrasound operators to perceive the competence to interpret the images and integrate them into the patient history and other examinations. This study aims to explore and gather validity evidence for an objective structured clinical examination test of basic thoracic ultrasound competences and establish a pass/fail score. METHODS An expert panel created the test which included two theoretical and five practical stations representing cases with different diagnoses that cause respiratory symptoms and which are possible to establish by basic thoracic ultrasound. Twenty-five participants with different levels of experience in basic thoracic ultrasound completed the test. Data of the test scores were used for item analysis, and exploring validity evidence was done according to Messick's framework which is recommended. The contrasting groups' standard setting method was used to establish a pass/fail score. RESULTS The summarised internal consistency reliability was high with a Cronbach's alpha of 0.87. The novice group (n = 4) had a mean test score of 42 ± 10.1 points, the intermediate group (n = 8) scored 79.1 ± 8.1 points, and the experienced group (n = 13) 89.0 ± 6.2 points (one-way ANOVA, p < 0.001). A pass/fail score of 71 points was thus derived (maximum test score = 105 points). CONCLUSION We developed a test for the assessment of clinical competences in basic thoracic ultrasound with solid validity evidence, and a pass/fail standard with no false positives or false negatives.
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Affiliation(s)
- Pia Iben Pietersen
- grid.7143.10000 0004 0512 5013Department of Radiology, Odense University Hospital, Odense, Denmark ,grid.10825.3e0000 0001 0728 0170UNIFY - Research and Innovation Unit of Radiology, Department of Clinical Research, University of Southern Denmark, Kløvervænget 10, Entrance 112, 2nd Floor, 5000 Odense C, Denmark ,grid.7143.10000 0004 0512 5013SimC - Simulation Centre, Odense University Hospital, Odense, Denmark
| | - Rahul Bhatnagar
- grid.416201.00000 0004 0417 1173Respiratory Medicine Department, North Bristol NHS Trust, Southmead Hospital, Bristol, UK ,grid.10825.3e0000 0001 0728 0170Department of Clinical Research, ODIN - Odense Respiratory Research Unit, University of Southern Denmark, Odense C, Denmark ,grid.5337.20000 0004 1936 7603Academic Respiratory Unit, University of Bristol, Bristol, UK
| | - Freja Andreasen
- grid.10825.3e0000 0001 0728 0170Department of Clinical Research, ODIN - Odense Respiratory Research Unit, University of Southern Denmark, Odense C, Denmark ,grid.7143.10000 0004 0512 5013Department of Respiratory Medicine, Odense University Hospital, Odense, Denmark
| | - Lars Konge
- grid.489450.4CAMES - Copenhagen Academy for Medical Education and Simulation, Copenhagen, Denmark
| | - Christian Borbjerg Laursen
- grid.10825.3e0000 0001 0728 0170Department of Clinical Research, ODIN - Odense Respiratory Research Unit, University of Southern Denmark, Odense C, Denmark ,grid.7143.10000 0004 0512 5013Department of Respiratory Medicine, Odense University Hospital, Odense, Denmark
| | - Najib Rahman
- grid.454382.c0000 0004 7871 7212Oxford Centre for Respiratory Medicine, Oxford NIHR Biomedical Research Centre, Chinese Academy of Medicine Oxford Institute, Oxford, UK
| | - Anders Bo Nielsen
- grid.7143.10000 0004 0512 5013SimC - Simulation Centre, Odense University Hospital, Odense, Denmark
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Litten K, Dang E, Lawson KA, Latiolais CA. Part 2: Assessment of a virtual vs. onsite interview experience from the interviewer perspective. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:26-33. [PMID: 36898892 DOI: 10.1016/j.cptl.2023.02.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 09/01/2022] [Accepted: 02/23/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION The University of Texas at Austin College of Pharmacy transitioned from onsite interviews to virtual interviews in fall 2020. There is limited literature on whether the virtual format impacts an interviewer's assessment of a candidate. This study examined interviewer ability to assess candidates and barriers to participation. METHODS During the virtual interview process, interviewers utilized a modified multiple mini interview (mMMI) format to evaluate prospective college of pharmacy students. An 18-item survey was emailed to 62 interviewers from the 2020-2021 cycle. Virtual mMMI scores were compared to the previous year's onsite MMI scores. Descriptive statistics and thematic analysis were used to assess the data. RESULTS The response rate to the survey was 53% (33/62), and 59% of interviewers preferred virtual interviews to in-person. Interviewers stated that there were fewer barriers to participation, increased comfort, and more time with applicants during virtual interviews. For six of the nine attributes evaluated, ≥ 90% of interviewers reported that they were able to assess applicants as well as they did in person. When comparing virtual and onsite MMI scores, seven of nine attributes were statistically significantly higher in the virtual cohort than onsite. CONCLUSIONS From the perspective of interviewers, the virtual interview decreased barriers to participation and still allowed the ability to assess the candidates. While offering a choice of interview setting to interviewers could increase accessibility, the statistically significant difference in MMI scores between virtual and onsite formats suggests that additional standardization is required to offer both formats simultaneously.
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Affiliation(s)
- Kathryn Litten
- The University of Texas at Austin College of Pharmacy, 2409 University Ave, Mail Code A1900, Austin, TX 78712, United States.
| | - Elena Dang
- The University of Texas at Austin College of Pharmacy, 2409 University Ave, Mail Code A1900, Austin, TX 78712, United States.
| | - Kenneth A Lawson
- The University of Texas at Austin College of Pharmacy, 2409 University Ave, Mail Code A1900, Austin, TX 78712, United States.
| | - Claire A Latiolais
- The University of Texas MD Anderson Cancer Center, 1515 Holcombe Blvd, Houston, TX 77030, United States; The University of Texas at Austin College of Pharmacy, 2409 University Ave, Mail Code A1900, Austin, TX 78712, United States.
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Hsieh SI, Hsu LL, Hinderer KA, Lin HL, Tseng YP, Kao CY, Lee CY, Kao SH, Chou YF, Szu LY, Ho LH. The Effects of a Scenario-Based Spiritual Care Course on Spiritual Care Competence among Clinical Nurses: A Quasi-Experimental Study. Healthcare (Basel) 2022; 11:healthcare11010036. [PMID: 36611496 PMCID: PMC9818989 DOI: 10.3390/healthcare11010036] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 12/17/2022] [Accepted: 12/18/2022] [Indexed: 12/24/2022] Open
Abstract
Across their lifespans, and in many clinical settings, patients have spiritual care needs. Many nurses lack competence related to providing spiritual care. Popular educational strategies, such as simulated educational programs and objective structured clinical examinations (OSCE), have not been widely adopted in nursing spiritual care education. The purpose of this study was to explore the effects of a scenario-based spiritual care course on spiritual care competence in nurses. This quasi-experimental study employed a repeated-measures pre-test/post-test design with assessments immediately before, immediately after, and 3 months post-intervention. Nurses providing direct patient care in diverse clinical settings were recruited from a large medical foundation in northern Taiwan. The intervention was a one day scenario-based spiritual care course and OSCE. The experimental group (n = 53) and controls (n = 85) were matched for their similar units, ages, working experience, and clinical ladder status. The Spiritual Care Competence Scale (SCCS), Spiritual Perspective Scale (SPS), Spiritual Care Perspective Scale-Revised (SCPS-R), and reflection logs were completed by both experimental and control groups. The Course Satisfaction Scale, OSCE Checklist, and Standardized Patient Feedback Scale (SPFS) were completed by the experimental group only. The experimental group had significantly higher SPS scores and self-evaluated SCCS scores, and lower SCPS-R scores (more positive spiritual perspectives), than controls at 3 months post-intervention. The experimental group showed significant within-subject effects at three time points on SPS scores, SCPS-R scores, and self-evaluated SCCS scores. Mean global performance of OSCE was 3.40 ± 0.91, and SP feedback indicated strengths and areas for improvement. In conclusion, the scenario-based spiritual care course effectively enhanced nurses' spiritual care competence, competence, and skills. Blended education techniques can therefore enhance nurses' ability to support patients with spiritual care needs.
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Affiliation(s)
- Suh-Ing Hsieh
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan
- Department of Nursing, Taoyuan Chang Gung Memorial Hospital, Taoyuan City 33378, Taiwan
- Correspondence: ; Tel.: +886-3-2118999 (ext. 3423)
| | - Li-Ling Hsu
- Ching Kuo Institute of Management & Health, Keelung 203301, Taiwan
| | - Katherine A. Hinderer
- Institute for Nursing Research and Evidence-Based Practice, Connecticut Children’s Medical Center, Hartford, CT 06106, USA
- Department of Pediatrics, School of Medicine, University of Connecticut, Farmington, CT 06030, USA
| | - Hui-Ling Lin
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan
- Department of Nursing, Linkou Chang Gung Memorial Hospital, Taoyuan City 33375, Taiwan
- Department of Nursing, College of Nursing, Taipei Medical University, Taipei City 110, Taiwan
| | - Yi-Ping Tseng
- Department of Nursing, Taoyuan Chang Gung Memorial Hospital, Taoyuan City 33378, Taiwan
- School of Nursing, College of Medicine, National Taiwan University, Taipei City 100, Taiwan
| | - Chen-Yi Kao
- Hospice and Palliative Care Ward, Taoyuan City 33353, Taiwan
| | - Ching-Yun Lee
- Hospice and Palliative Care Ward, Taoyuan City 33353, Taiwan
| | - Shu-Hua Kao
- Department of Nursing, College of Nursing, Taipei Medical University, Taipei City 110, Taiwan
- Department of Nursing Management of the Administration Center, Chang Gung Medical Foundation, Taoyuan City 33375, Taiwan
| | - Yen-Fang Chou
- Department of Nursing, College of Nursing, Taipei Medical University, Taipei City 110, Taiwan
- Department of Nursing, Chiayi Chang Gung Memorial Hospital, Puzi City 613, Taiwan
| | - Li-Yun Szu
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City 33303, Taiwan
- Department of Nursing, Taoyuan Chang Gung Memorial Hospital, Taoyuan City 33378, Taiwan
| | - Lun-Hui Ho
- Department of Nursing Management of the Administration Center, Chang Gung Medical Foundation, Taoyuan City 33375, Taiwan
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Yarbrough A, Phillips LK. Peer mentoring in nursing education: A concept analysis. Nurs Forum 2022; 57:1545-1550. [PMID: 36352524 DOI: 10.1111/nuf.12832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 10/27/2022] [Accepted: 10/28/2022] [Indexed: 06/16/2023]
Abstract
AIM This peer-mentoring concept analysis aimed to explore and define the concept of peer mentoring in nursing education and the impact it may have on nursing education. BACKGROUND A lack of literature exists explicitly defining peer mentoring in nursing education. The interchangeable use of processes, terms, and applications may contribute to the lack of consistency and obscurity of nursing education scholarship on peer mentoring. Since peer mentoring can be used to enhance student success, there is a need to clarify the concept of peer mentoring in nursing education for accuracy in future nursing education research. DESIGN/REVIEW METHOD Using Walker and Avant's framework, the authors identified defining attributes, antecedents, and consequences of peer mentoring. DATA SOURCE The literature search involved a combination of terms in the MEDLINE with Full Text, Academic Search Complete, Humanities International, ERIC, CINAHL, Health Source: Nursing/Academic Edition, and Consumer Health Complete-EBSCOhost databases. RESULTS This concept analysis revealed a consistent definition of peer mentoring for use in nursing education. The definition of peer mentoring in nursing education is a formal learning partnership between two individuals (mentor and mentee) with differing levels of nursing school experience. The peer mentor promotes a positive academic and emotionally supportive environment, decreasing stress and increasing the mentee's confidence and competency. CONCLUSION A shared definition and understanding of peer mentoring within nursing education can contribute to the consistent use of the concept in research and advance the scholarship of nursing education.
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Affiliation(s)
- Amy Yarbrough
- Tanner Health System School of Nursing, University of West Georgia, Carrollton, Georgia, USA
| | - Laura K Phillips
- Tanner Health System School of Nursing, University of West Georgia, Carrollton, Georgia, USA
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Frutiger M, Whillier S. Effects of a sudden change in curriculum delivery mode in postgraduate clinical studies, following the COVID-19 pandemic. THE JOURNAL OF CHIROPRACTIC EDUCATION 2022; 36:132-141. [PMID: 35394044 PMCID: PMC9536236 DOI: 10.7899/jce-21-31] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 07/12/2021] [Accepted: 08/27/2021] [Indexed: 06/14/2023]
Abstract
OBJECTIVE To examine the effect of a change in the delivery mode of clinical neurology, a postgraduate subject at Macquarie University, following COVID-19 restrictions on face-to-face teaching. METHODS Participants were master of chiropractic students (n = 212) who completed 2019 or 2020 clinical neurology. The main outcome measure was a comparison of objective structured clinical examination (OSCE) marks between the 2019 and 2020 cohorts. The 2019 group underwent traditional, face-to-face learning, whereas the 2020 group were taught and examined remotely in session 1 but returned to campus in session 2. Descriptive analyses, between-group differences, and generalized linear models were performed. RESULTS Means for OSCE marks between the 2 groups were higher in the 2020 group in session 1 (p < .001). However, when students returned to campus in session 2, the means were significantly lower in the 2020 group compared with the 2019 group (p < .001). Generalized linear regression indicated that the web-based mode of delivery in 2020 might have had a significant impact on OSCE marks compared with their 2019 counterparts (p < .001). CONCLUSION The sudden change in the mode of delivery from face-to-face to remote learning and the change in testing methods in response to the global COVID-19 pandemic had a significant effect on clinical neurology student performance scores. The OSCE marks in the 2020 cohort for session 1 were higher than those in 2019. However, when the 2020 cohort returned to on-campus tutorials in session 2, their marks were lower than those of their 2019 counterparts.
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Alaskar A, Subbarayalu AV, Alfaraj E, Ibrahim Ramzi O, Saleh Alameri N, Alhababi A, Vijayan M. Health science students’ perceptions about Objective Structured Clinical Examination (OSCE) as a method of clinical evaluation. ELECTRONIC JOURNAL OF GENERAL MEDICINE 2022. [DOI: 10.29333/ejgm/12466] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Wighton H, Derman SHM, Wicht MJ, Scharfenberg I, Röhrig G, Noack MJ, Barbe AG. Impact of an interdisciplinary curriculum for dental students (GeriDent-Cologne) on attitudes and awareness towards older people and geriatric conditions. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:586-598. [PMID: 34882935 DOI: 10.1111/eje.12735] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2021] [Revised: 11/29/2021] [Accepted: 12/05/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Training of dental students in the treatment of older patients must also consider the multiple chronic medical conditions that may be present. We developed an interdisciplinary gerodontology training curriculum for dental students (GeriDent-Cologne) to investigate its influence on the attitudes and expectancies of dental students towards the treatment of older patients. MATERIALS AND METHODS The curriculum (given to fourth-year students) comprised five clinical examination stations that simulated different medical conditions affecting older people. Students were able to experience related issues first hand, express their fears and problems concerning dental treatment in older people and, through discussion with the supervisor, develop strategies to overcome these difficulties and enhance treatment. An extended version of the Los Angeles Geriatric Attitudes Scale was given to fourth- and fifth-year students (who acted as controls) over one semester. RESULTS Dental students had a positive attitude towards older people, and their attitude did not change after attending the curriculum. However, participating in GeriDent-Cologne had a significant beneficial impact on the feeling of being prepared to treat older people, led to a significantly greater understanding of the impact of medical issues and resulted in a considerably higher level of geriatric clinical knowledge over time. CONCLUSIONS GeriDent-Cologne led to positive and semester-long changes in awareness and knowledge of specific geriatric problems that influence dental treatment. We recommend the curriculum as a blueprint for the module of senior dentistry implemented in the new German dental licencing regulations.
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Affiliation(s)
- Henrietta Wighton
- Department of Operative Dentistry and Periodontology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Köln, Germany
| | - Sonja Henny Maria Derman
- Department of Operative Dentistry and Periodontology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Köln, Germany
| | - Michael Jochen Wicht
- Department of Operative Dentistry and Periodontology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Köln, Germany
| | - Isabel Scharfenberg
- Department of Operative Dentistry and Periodontology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Köln, Germany
| | - Gabriele Röhrig
- Medical Center, Geriatric Diagnostic Center, Medicum Köln Ost, Köln, Germany
| | - Michael Johannes Noack
- Department of Operative Dentistry and Periodontology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Köln, Germany
| | - Anna Greta Barbe
- Department of Operative Dentistry and Periodontology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Köln, Germany
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Beaulieu A, Nykamp S, Phillips J, Arroyo LG, Koenig J, Zur Linden A. Development and Validation of a Three-Dimensional Printed Training Model to Teach Ultrasound-Guided Injections of the Cervical Articular Process Joints in Horses. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:442-453. [PMID: 34115577 DOI: 10.3138/jvme-2020-0137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Intra-articular injections are routinely performed to alleviate pain and inflammation associated with osteoarthritis in horses. Intra-articular injections require accurate needle placement to optimize clinical outcomes and minimize complications. This study's objectives were to develop and validate a three-dimensional (3D) printed model of an equine cervical articular process joint to teach ultrasound-guided injections. Five identical models of an equine cervical articular process joint were 3D printed and embedded in 10% ballistic gelatin. Experts' and novices' ability to successfully insert a needle into the joint space of the model using ultrasound guidance was assessed and graded using an objective structured clinical examination (OSCE). Scores from experts and novices were compared to evaluate the construct validity of the model. Participants also answered a survey assessing the face and content validity of the model. Experts required less time (22.51 seconds) for correct needle placement into the model joint space than novices (35.96 seconds); however, this difference was not significant (p = .53). Experts' median total OSCE score (14) was significantly higher (p = .03) than novices' (12), supporting the model's construct validity. Participants agreed on the face and content validity of the model by grading all survey questions greater than 7 on a 10-point Likert-type scale. In summary, we successfully developed a 3D printed model of an equine cervical articular process joint, partially demonstrated the construct validity of the model, and proved the face and content validity of this new training tool.
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Planas De Lathawer V. An exploration of Third-Year student midwives’ experiences of High-Risk Module Assessment in preparation for practice and real-world emergencies. Midwifery 2022; 114:103450. [DOI: 10.1016/j.midw.2022.103450] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Revised: 07/14/2022] [Accepted: 08/05/2022] [Indexed: 11/29/2022]
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Watari T, Koyama S, Kato Y, Paku Y, Kanada Y, Sakurai H. Effect of moderation on rubric criteria for inter-rater reliability in an objective structured clinical examination with real patients. FUJITA MEDICAL JOURNAL 2022; 8:83-87. [PMID: 35949517 PMCID: PMC9358671 DOI: 10.20407/fmj.2021-010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Accepted: 08/07/2021] [Indexed: 11/17/2022]
Abstract
Objectives: Objective structured clinical examinations (OSCEs) are used to assess clinical competence in medical education. Evaluations using video-recorded OSCEs are effective in reducing costs in terms of time and human resources. To improve inter-rater reliability, these evaluations undergo moderation in the form of a discussion between the raters to obtain consistency in grading according to the rubric criteria. We examined the effect of moderation related to the rubric criteria on the inter-rater reliability of a video-recorded OSCE with real patients. Methods Forty OSCE videos in which students performed range-of-motion tests at shoulder abduction on real patients were assessed by two raters. The two raters scored videos 1 to 10 without moderation and videos 11 to 40 with moderation each time. The inter-rater reliability of the OSCE was calculated using the weighted kappa coefficient. Results The mean scores of the weighted kappa coefficients were 0.49 for videos 1 to 10, 0.57 for videos 11 to 20, 0.66 for videos 21 to 30, and 0.82 for videos 31 to 40. Conclusions An assessment of video-recorded OSCEs was conducted with real patients in a real clinical setting. Repeated moderation improved the inter-rater reliability. This study suggests the effectiveness of moderation in OSCEs with real patients.
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Affiliation(s)
- Tetsuro Watari
- Faculty of Rehabilitation, School of Health Sciences, Fujita Health University, Toyoake, Aichi, Japan
| | - Soichiro Koyama
- Faculty of Rehabilitation, School of Health Sciences, Fujita Health University, Toyoake, Aichi, Japan
| | - Yusaku Kato
- Department of Rehabilitation, Tomita Hospital, Okazaki, Aichi, Japan
| | - Yonho Paku
- Department of Rehabilitation, Tomita Hospital, Okazaki, Aichi, Japan
| | - Yoshikiyo Kanada
- Faculty of Rehabilitation, School of Health Sciences, Fujita Health University, Toyoake, Aichi, Japan
| | - Hiroaki Sakurai
- Faculty of Rehabilitation, School of Health Sciences, Fujita Health University, Toyoake, Aichi, Japan
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Hache C, Honoré S, Hache G. Implementation of a patient-teaching workshop to improve pharmacy students' competencies in patient-centered communication: a case report. BMC MEDICAL EDUCATION 2022; 22:555. [PMID: 35850724 PMCID: PMC9295494 DOI: 10.1186/s12909-022-03618-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Accepted: 07/07/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The pharmacist-patient relationship has evolved over recent decades and the development of clinical pharmacy requires pharmacists to take patient-centered responsibilities. This requires a specific set of skills, such as patient-centered communication. Evaluation of students' competencies in patient-centered communication is challenging in academic settings and complementary assessment methods may be designed in order to overcome the limits of traditional preceptors' ratings or objective structured clinical examination (OSCE). There is increasing interest in a more active patient role in healthcare professional education and there are very few reports about patient-led education in pharmacies. Thus, the objective of this work was to implement a patient-teaching workshop and to assess its impact on pharmacy students' competencies in patient-centered communication. METHODS The workshop was developed in collaboration between four patients, a senior clinical pharmacist and a lecturer in education sciences and implemented in the hospital pharmacy residency program. The main course objective was acquiring the three competencies of the Calgary-Cambridge guide to the medical interview: (i) building a relationship, (ii) conducting structured interview and (iii) gathering information. The learning process integrated: working on participants' perception of pharmacists-patient communication, a first simulated interview, didactic learning and a second simulated interview. After simulated interviews, patients and peer residents assessed learner's performance with a competency chart and provided individual feedback. Assessment methods included comparisons between the first and second interview scores and an anonymous post-course survey. RESULTS Forty-seven residents and 19 patient teachers attended the session. Competency scores were higher after the second interview in all three competencies as rated by both patients (+ 25%) and peer residents (+ 29%). Residents expressed a high satisfaction and reported learning about conducting interviews and soft skills contributing to the development of a relationship with patients. "The involvement of patients" was expressed as most appreciated in the majority of the evaluation charts (87%) and the residents valued the importance of collaborative and interprofessional learning during the workshop. Three themes emerged: (1) patients' expertise, (2) reliability and (3) relationship, which underlined that the students estimated the patients were credible sources of information in this pedagogical context. CONCLUSION This patient-teaching approach improved patient-centered competencies of pharmacy residents and promoted partnership between patients and pharmacy students.
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Affiliation(s)
- Caroline Hache
- Aix Marseille Univ, ADEF, 57 avenue escadrille Normandie Niemen, Marseille, 13013, France
| | - Stéphane Honoré
- Aix Marseille Univ, Faculté de Pharmacie, Laboratoire de Pharmacie Clinique, 27 boulevard Jean Moulin, Marseille, 13005, France
- Aix Marseille Univ, AP-HM, Hôpital de La Timone, Service de Pharmacie, 264 rue saint Pierre, Marseille, 13005, France
| | - Guillaume Hache
- Aix Marseille Univ, AP-HM, Hôpital de La Timone, Service de Pharmacie, 264 rue saint Pierre, Marseille, 13005, France.
- Aix Marseille Univ, Faculté de Pharmacie, 27, boulevard Jean Moulin, 13005, Marseille, France.
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Rodríguez-Matesanz M, Guzmán-García C, Oropesa I, Rubio-Bolivar J, Quintana-Díaz M, Sánchez-González P. A New Immersive Virtual Reality Station for Cardiopulmonary Resuscitation Objective Structured Clinical Exam Evaluation. SENSORS (BASEL, SWITZERLAND) 2022; 22:4913. [PMID: 35808422 PMCID: PMC9269536 DOI: 10.3390/s22134913] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 06/16/2022] [Accepted: 06/28/2022] [Indexed: 06/15/2023]
Abstract
The Objective Structured Clinical Exam (OSCE) is an assessment tool used as a reliable method for clinical competence evaluation of students. This paper presents an investigation focused on the chain of survival, its related exploration, management, and technical skills, and how Virtual Reality (VR) can be used for the creation of immersive environments capable of evaluating students' performance while applying the correct protocols. In particular, the Cardiopulmonary Resuscitation (CPR) procedure is studied as an essential step in the development of the chain of survival. The paper also aims to highlight the limitations of traditional methods using mechanical mannequins and the benefits of the new approaches that involve the students in virtual, immersive, and dynamic environments. Furthermore, an immersive VR station is presented as a new technique for assessing CPR performance through objective data collection and posterior evaluation. A usability test was carried out with 33 clinicians and OSCE evaluators to test the viability of the presented scenario, reproducing conditions of a real examination. Results suggest that the environment is intuitive, quick, and easy to learn and could be used in clinical practice to improve CPR performance and OSCE evaluation.
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Affiliation(s)
- Manuel Rodríguez-Matesanz
- Biomedical Engineering and Telemedicine Centre, ETSI Telecomunicación, Centre for Biomedical Technology, Universidad Politécnica de Madrid, 28040 Madrid, Spain; (M.R.-M.); (C.G.-G.); (I.O.)
| | - Carmen Guzmán-García
- Biomedical Engineering and Telemedicine Centre, ETSI Telecomunicación, Centre for Biomedical Technology, Universidad Politécnica de Madrid, 28040 Madrid, Spain; (M.R.-M.); (C.G.-G.); (I.O.)
| | - Ignacio Oropesa
- Biomedical Engineering and Telemedicine Centre, ETSI Telecomunicación, Centre for Biomedical Technology, Universidad Politécnica de Madrid, 28040 Madrid, Spain; (M.R.-M.); (C.G.-G.); (I.O.)
| | - Javier Rubio-Bolivar
- Hospital Universitario La Paz de Madrid, 28046 Madrid, Spain; (J.R.-B.); (M.Q.-D.)
| | - Manuel Quintana-Díaz
- Hospital Universitario La Paz de Madrid, 28046 Madrid, Spain; (J.R.-B.); (M.Q.-D.)
| | - Patricia Sánchez-González
- Biomedical Engineering and Telemedicine Centre, ETSI Telecomunicación, Centre for Biomedical Technology, Universidad Politécnica de Madrid, 28040 Madrid, Spain; (M.R.-M.); (C.G.-G.); (I.O.)
- Centro de Investigación Biomédica en Red en Bioingeniería, Biomateriales y Nanomedicina, Instituto de Salud Carlos III, 28029 Madrid, Spain
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A dataset of simulated patient-physician medical interviews with a focus on respiratory cases. Sci Data 2022; 9:313. [PMID: 35710769 PMCID: PMC9203765 DOI: 10.1038/s41597-022-01423-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Accepted: 05/25/2022] [Indexed: 11/08/2022] Open
Abstract
Artificial Intelligence (AI) is playing a major role in medical education, diagnosis, and outbreak detection through Natural Language Processing (NLP), machine learning models and deep learning tools. However, in order to train AI to facilitate these medical fields, well-documented and accurate medical conversations are needed. The dataset presented covers a series of medical conversations in the format of Objective Structured Clinical Examinations (OSCE), with a focus on respiratory cases in audio format and corresponding text documents. These cases were simulated, recorded, transcribed, and manually corrected with the underlying aim of providing a comprehensive set of medical conversation data to the academic and industry community. Potential applications include speech recognition detection for speech-to-text errors, training NLP models to extract symptoms, detecting diseases, or for educational purposes, including training an avatar to converse with healthcare professional students as a standardized patient during clinical examinations. The application opportunities for the presented dataset are vast, given that this calibre of data is difficult to access and costly to develop.
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Martínez-Domínguez J, Sierra-Martínez O, Galindo-Fraga A, Trejo-Mejía JA, Sánchez-Mendiola M, Ochoa-Hein E, Vázquez-Rivera M, Gutiérrez-Cirlos C, Naveja J, Martínez-González A. Antibiotic prescription errors: the relationship with clinical competence in junior medical residents. BMC MEDICAL EDUCATION 2022; 22:456. [PMID: 35701813 PMCID: PMC9199232 DOI: 10.1186/s12909-022-03499-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 05/17/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND A large portion of prescribing errors can be attributed to deficiencies in medication knowledge. These errors are preventable and most often occur at the time of prescription. Antimicrobials are the drug class most common incorrectly prescribed. OBJECTIVE To characterize the relationship between clinical competence and antibiotic prescription errors. We also investigated the frequency and severity of antibiotic prescription errors to identify items and attributes of clinical competence which are correlated with the antibiotic prescription error ratio. METHOD A cross-sectional study was applied to assess clinical competence of junior medical residents in two reference academic hospitals and a regional hospital in Mexico City. It was conducted during February 2019. We used an infectious disease Objective Structured Clinical Examination (OSCE) to assess clinical competence and a measure of frequency, and severity of antibiotic prescription errors. RESULTS The number of eligible participants was ~ 255 (hospital meeting attendance), and the number of residents in this study were 51 (~ 20%), 31 were female (60.8%). The mean OSCE score was 0.692 ± 0.073. The inter-item (Cronbach's alpha = 0.927) and inter-station internal consistency was adequate (Cronbach's alpha = 0.774). The G coefficient in generalizability theory analysis was 0.84. The antibiotic prescription error ratio was 45.1% ± 7%. The most frequent category of severity of antibiotic prescription errors was category E (errors that may contribute to or result in temporary harm to the patient and require intervention), 235 (65.2%). We observed a negative and significant correlation between clinical competence and antibiotic prescription errors (r = -0.33, p < 0.05, CI95% -0.57 to -0.07), which remained significant after controlling for the effect of gender and time since graduation from medical school (r = -0.39, p < 0.01, CI95% -0.625 to -0.118). Using exploratory factor analysis we identified two factors, which explained 69% of the variance in clinical competence, factor 1 evaluated socio-clinical skills and factor 2 evaluated diagnostic-therapeutic skills. Factor 2 was correlated with antibiotic prescription error ratio (r = -0.536, p < 0.001). CONCLUSIONS We observed a negative correlation between clinical competence and antibiotic prescription error ratio in graduated physicians who have been accepted in a medical specialty. The therapeutic plan, which is a component of the clinical competence score, and the prescription skills had a negative correlation with antibiotic prescription errors. The most frequent errors in antibiotic prescriptions would require a second intervention.
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Affiliation(s)
- Joshua Martínez-Domínguez
- Coordination of Educational Development and Curricular Innovation (CODEIC), National Autonomous University of Mexico (UNAM), Mexico City, México
- Faculty of Medicine, National Autonomous University of Mexico (UNAM), Mexico City, México
| | | | - Arturo Galindo-Fraga
- Salvador Zubirán National Institute of Medical Sciences and Nutrition, Mexico City, México
| | | | - Melchor Sánchez-Mendiola
- Coordination of Educational Development and Curricular Innovation (CODEIC), National Autonomous University of Mexico (UNAM), Mexico City, México
| | - Eric Ochoa-Hein
- Salvador Zubirán National Institute of Medical Sciences and Nutrition, Mexico City, México
| | | | - Carlos Gutiérrez-Cirlos
- Internal Medicine, Salvador Zubirán National Institute of Medical Sciences and Nutrition, Mexico City, México
- Internship and Social Service, Faculty of Medicine, National Autonomous University of Mexico (UNAM), Mexico City, México
| | - Jesús Naveja
- Chemistry Institute, National Autonomous University of Mexico (UNAM), Mexico City, México
| | - Adrián Martínez-González
- Coordination of Educational Development and Curricular Innovation (CODEIC), National Autonomous University of Mexico (UNAM), Mexico City, México.
- Public Health Department, Faculty of Medicine, National Autonomous University of Mexico (UNAM), Mexico City, México.
- Consejos académicos, Circuito exterior, Ciudad Universitaria, C. P. 04510, Coyoacán, Ciudad de México, México.
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Chisini LA, Conde MCM, Alves AM, Costa FDS. Flipped classroom and the use of role-play in the COVID-19 pandemic. BRAZILIAN JOURNAL OF ORAL SCIENCES 2022. [DOI: 10.20396/bjos.v21i00.8665368] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
Abstract
Aim: In Brazil, COVID-19 remains one of the epicenters of the pandemic, thus, presential educational activities are suspended. The study aimed to describe the approach of flipped classroom performed to provide social distancing and to maintain teaching activities during COVID-19-pandemic. Methods: Flipped Classroom was chosen to be associated with the role-play technique as a central methodology. To bring students closer to activities performed in the non-pandemic period, some actions and assessments were also role-played by Professor simulating patients in virtual meetings. Results: Although the changes in the format of the lessons, our approaches stimulated the students maintained the high frequency of students in the activities (almost 100%) providing continuity activities. Conclusions: This report can reinforce that meaningful learning can be taught by using a virtual/remote approach. However, the potential positive results observed cannot be used as an excuse to maintain remote teaching activities with the objective of cost-cutting by the institutions.
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Gilkes L, Kealley N, Frayne J. Teaching and assessment of clinical diagnostic reasoning in medical students. MEDICAL TEACHER 2022; 44:650-656. [PMID: 35041564 DOI: 10.1080/0142159x.2021.2017869] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
BACKGROUND Teaching diagnostic reasoning and giving feedback has an important role in medical education. Clinicians who teach may recognise errors, but be unfamiliar with the terminology used to describe them, leading to a lack of consistent and useful student feedback. OBJECTIVE This prospective project evaluation study aimed to develop an examiner training package regarding errors in diagnostic reasoning, utilising consistent language and feedback tool, and report on diagnostic reasoning errors in second year medical students over the transition from preclinical to early clinical training at objective structured clinical exams (OSCEs). RESULTS Likert questionnaire regarding examining, assessment and feedback pre- and post-training showed improvement in all measures, including examiner feedback confidence post training (p < .001). Students (n = 235) within the cohort were examined at the first preclinical OSCE 12 weeks into the teaching year and 236 students at the end of year OSCE. A range of 0-6 diagnostic reasoning errors were reported for individual students. When comparing mean history station scores at the preclinical OSCE for students who were observed to have diagnostic reasoning errors, students with 'poor pattern recognition' had a 4.2% lower score than those without this error type (p = .04, 95% CI of difference .14, 8.32), while those with 'unfocused data collection' error had a station score 7.7% lower than those without this error (p < .001, 95% CI of difference 3.50, 11.99). At the end of teaching year clinical OSCE, all common error types were associated with poorer performance. Error pattern shifted through the two longitudinal assessments, resulting in 'poor pattern recognition' having reduced and 'too narrow' and 'premature closure' increased rates. CONCLUSIONS Incorporating the identification and feedback of common diagnostic reasoning errors into existing clinical assessments was feasible and easy to implement. Understanding, identifying and providing consistent feedback on common errors assists educators and could guide curriculum design.
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Affiliation(s)
- Lucy Gilkes
- General Practice, Notre Dame University Fremantle, Fremantle, Western Australia
- Medical School, Division of General Practice, University of Western, Perth, Australia
| | - Narelle Kealley
- Medical School, Division of General Practice, University of Western, Perth, Australia
| | - Jacqueline Frayne
- Medical School, Division of General Practice, University of Western, Perth, Australia
- Department of Obstetrics, Women and Newborn Health Service, Subiaco, Western Australia
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Goble M, Whitfield A, Ogden-Newton J, Vivekananda-Schmidt P. Curricular changes and interim posts during Covid-19: graduates' perspectives. BMC MEDICAL EDUCATION 2022; 22:413. [PMID: 35642029 PMCID: PMC9152820 DOI: 10.1186/s12909-022-03477-6] [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: 11/29/2021] [Accepted: 05/18/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND During the COVID-19 pandemic UK medical schools facilitated the early graduation of their final-year medical students to 'Foundation interim Year 1 (FiY1) doctors' through amendments made to curricula and final assessment. Such changes gave opportunity for evaluation. This study therefore aimed to explore 1) graduate perspective on the implementation of FiY1 and 2) how changes to course structures have affected self-reported preparedness for work. METHODS Questionnaire surveys using Likert scale and free-text responses (n = 45), and semi-structured interviews (n = 7) were conducted with FiY1s from two UK medical schools contrasting in the amendments made to course structures. Data were analysed using quantitative methods and thematic analysis; 44% (n = 20) of respondents believed that governing health bodies had not communicated sufficiently prior to starting work. RESULTS Graduates who had sat modified practical and written examinations reported 'legitimacy' and feeling more prepared compared to having not sat examinations (practical 100%, n = 17; written 88.3%, n = 15). Graduates from both schools agreed that carrying out assistantships as originally scheduled would have made them feel more prepared (91.1%, n = 41). CONCLUSIONS The implementation of FiY1 was largely well received by graduates yet assistantship programmes may fulfil a similar role in normal times. Medical schools and governing bodies must ensure effective communication channels exist with students in order to better prepare them for their first posts, especially in times of crisis. Additionally, final examinations contribute to feelings of preparedness for work and instil a sense of legitimacy, a finding which is relevant to working within the current programmatic assessment structure.
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Affiliation(s)
- Mary Goble
- The Medical School, University of Sheffield, Sheffield, UK
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Braier-Lorimer DA, Warren-Miell H. A peer-led mock OSCE improves student confidence for summative OSCE assessments in a traditional medical course. MEDICAL TEACHER 2022; 44:535-540. [PMID: 34822315 DOI: 10.1080/0142159x.2021.2004306] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
BACKGROUND Objective structured clinical examinations (OSCEs) can induce states of stress and anxiety in students, possibly negatively impacting student performance. Students in traditional-style medical courses especially have limited clinical exposure prior to their first clinical examination. We describe the design and implementation of a near-peer-led mock OSCE for fourth year medical students, and its impact on students' self-rated confidence. METHODS An OSCE training programme was designed by penultimate and final year medical students. It involved the recruitment of 12 peer tutors to facilitate the running and feedback of a mock OSCE to 82 fourth year (and second year graduate) medical students delivered over 2 days, prior to their end-of-year exam. Students completed a post activity questionnaire to assess the quality and perceived benefits of the mock OSCE. RESULTS A total of 78 students completed the survey, giving a response rate of 92.8%. 100% of respondents felt the OSCE was well run, well-structured and highlighted areas of weakness in their knowledge and skills. Students reported the OSCE significantly improved their confidence for their summative OSCE. The main themes from the student comments were feeling empowered and feeling that the mock OSCE was realistic. CONCLUSIONS The near-peer-led OSCE significantly improved student confidence for OSCEs for fourth year undergraduate and second year graduate students studying a traditional medical course and was well reviewed by students.
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Affiliation(s)
| | - Hannah Warren-Miell
- Department of Critical Care, Barking, Havering and Redbridge University Hospitals NHS Trust, Queen's Hospital, Romford, UK
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Wagner FL, Feller S, Schmitz FM, Zimmermann PG, Krings R, Guttormsen S, Huwendiek S. Usability and preference of electronic vs. paper and pencil OSCE checklists by examiners and influence of checklist type on missed ratings in the Swiss Federal Licensing Exam. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc24. [PMID: 35692359 PMCID: PMC9174065 DOI: 10.3205/zma001545] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Revised: 01/28/2022] [Accepted: 02/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Only a few studies with small sample sizes have compared electronic Objective Structured Clinical Examination (OSCE) rating checklists with traditional paper-based OSCE rating checklists. In this study, the examiner-perceived usability and preference for type of OSCE checklist (electronic vs. paper based) were compared, and the influence of OSCE checklist type on missed ratings was determined, for the Swiss Federal Licensing Examination in clinical skills for human medicine. METHODS All examiners in the Swiss Federal Licensing Examination in clinical skills for human medicine were invited over two subsequent years to evaluate the OSCE checklist type they had worked with during the examination. This was based on a questionnaire with 14 closed questions (i.e., demographic, checklist-type experience, perceived usability, checklist type preference). Furthermore, the numbers of missed ratings for the paper-based checklist were recorded. RESULTS The data from these examiners (n=377) with experience of both OSCE checklist types were analyzed. The electronic OSCE checklist was rated significantly higher on all usability aspects (i.e., ease of use, candidate rating and error correction, clarity, distraction using the checklist, overall satisfaction), except for the speed of registering comments (no significant difference). The majority of the examiners in both years (2014: 54.5%, n=60, 2015: 89.8%, n=230) reported preference for working with the electronic OSCE checklist in the future. Missed ratings were seen for 14.2% of the paper-based OSCE checklists, which were prevented with the electronic OSCE checklists. CONCLUSIONS Electronic OSCE checklists were rated significantly more user-friendly and were preferred over paper-based OSCE checklists by a broad national sample of examiners, supporting previous results from faculty-level examinations. Furthermore, missed ratings were prevented with the electronic OSCE checklists. Overall, the use of electronic OSCE checklists is therefore advisable.
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Affiliation(s)
- Felicitas L. Wagner
- University of Bern, Institute for Medical Education, Department for Assessment and Evaluation, Bern, Switzerland
| | - Sabine Feller
- University of Bern, Institute for Medical Education, Department for Assessment and Evaluation, Bern, Switzerland
| | - Felix M. Schmitz
- University of Bern, Institute for Medical Education, Department for Software Development, Usability Consulting and IT Infrastructure, Bern, Switzerland
| | - Philippe G. Zimmermann
- University of Bern, Institute for Medical Education, Department for Software Development, Usability Consulting and IT Infrastructure, Bern, Switzerland
| | - Rabea Krings
- University of Bern, Institute for Medical Education, Department for Assessment and Evaluation, Bern, Switzerland
| | - Sissel Guttormsen
- University of Bern, Institute for Medical Education, Bern, Switzerland
| | - Sören Huwendiek
- University of Bern, Institute for Medical Education, Department for Assessment and Evaluation, Bern, Switzerland
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Experiences and opinions of multi-professional non-medical oncology prescribers on post-qualification training: a qualitative study. Int J Clin Pharm 2022; 44:698-708. [PMID: 35378673 PMCID: PMC9200693 DOI: 10.1007/s11096-022-01396-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2021] [Accepted: 03/04/2022] [Indexed: 11/11/2022]
Abstract
Background: Within the UK, a non-medical prescriber is a non-medical healthcare professional who has undertaken post-registration training to gain prescribing rights. Lack of post-qualification NMP training has previously been identified as a barrier to the development of oncology non-medical prescribing practice. Aim: To explore the experiences and opinions of multi-professional non-medical oncology prescribers on post-qualification training. Method: Nine out of 30 oncology non-medical prescribers (three nurses, three pharmacists and three radiographers) from a single cancer centre in Wales, were selected from a study site NMP database using randomisation sampling within Microsoft® Excel. Participants were interviewed using a validated and piloted semi-structured interview design on the topic of post-qualification training for non-medical prescribers. Participants were invited via organisational email. Interviews were audio-recorded and transcribed verbatim. Anonymised data were thematically analysed aided by NVivo® software. Results: Main themes identified: experience related to training, competency, support and training methods. Competency assessment methods discussed were the annual non-medical prescriber appraisal, peer review and a line manager’s overarching appraisal. Support requirements identified included greater consultant input to help non-medical prescribers identify training and peer support opportunities. Organisational support was requested regarding regular study leave and governance around clinical judgement and errors. The need for regular structured in-house training related to non-medical prescriber’s level of experience was identified. Conclusion: Development of organisation-led governance strategies and in-house training programmes will support training equity for all non-medical prescribers within the organisation.
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Shelton CM, Metcalfe A, Spivey C, Renfro CP, Schoelles J. Comparison of student performance in therapeutics and communications courses to outcomes of objective structured clinical examinations: A retrospective analysis. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:290-297. [PMID: 35307087 DOI: 10.1016/j.cptl.2022.01.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 11/22/2021] [Accepted: 01/09/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION The objective was to examine the association between course grades and objective structured clinical examination (OSCE) performances in a pharmacy student cohort. METHODS A retrospective analysis of demographics, final grades in the Therapeutics I through IV and Communications courses, and multiple OSCE scores (therapeutic knowledge and general communication skills [GCS]) was performed for two cohorts. RESULTS Female students scored higher than male students on the warfarin OSCE therapeutic knowledge (P = .008) and GCS scores (P = .02). Age was inversely correlated with warfarin OSCE therapeutic knowledge score (P = .001). The warfarin OSCE therapeutic knowledge score was positively related to Therapeutics II final grades (P < .001). The Communications course final grade was positively correlated to the warfarin OSCE faculty-rated GCS score (P = .005). Therapeutics final grades were not significantly related to station scores of a multi-station OSCE (P > .05). The final regression model included gender and Therapeutics II final grade and explained 6% of the variance in warfarin OSCE therapeutic knowledge scores. CONCLUSIONS A number of significant associations were found between demographics, final course grades, and specific OSCE scores. A regression model was significant, but only explained a low percentage of the warfarin OSCE therapeutic knowledge score variance, suggesting other factors not evaluated had a greater effect on scores. This research suggests that OSCEs play an important role in demonstrating student competency in educational domains other than knowledge and brings forth new data suggesting that age and/or gender may influence OSCE performance.
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Affiliation(s)
- Chasity M Shelton
- University of Tennessee College of Pharmacy, 881 Madison Avenue, Memphis, TN 38163, United States.
| | - Amy Metcalfe
- University of Tennessee College of Pharmacy, 881 Madison Avenue, Memphis, TN 38163, United States.
| | - Christina Spivey
- University of Tennessee College of Pharmacy, 881 Madison Avenue, Memphis, TN 38163, United States.
| | - Chelsea P Renfro
- University of Tennessee College of Pharmacy, 881 Madison Avenue, Memphis, TN 38163, United States.
| | - Jennifer Schoelles
- University of Tennessee College of Pharmacy, 881 Madison Avenue, Memphis, TN 38163, United States.
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Yousef AA, Awary BH, AlQurashi FO, Albuali WH, Al-Qahtani MH, Husain SI, Sharif O. Innovative Method to Digitize a Web-Based OSCE Evaluation System for Medical Students: A Cross-Sectional Study in University Hospital in Saudi Arabia. Int J Gen Med 2022; 15:1085-1095. [PMID: 35140510 PMCID: PMC8820456 DOI: 10.2147/ijgm.s351052] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Accepted: 01/18/2022] [Indexed: 11/23/2022] Open
Abstract
Purpose Methods Results Conclusion
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Affiliation(s)
- Abdullah A Yousef
- Department of Pediatrics, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
- Vice Deanship for e-learning, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Bassam H Awary
- Department of Pediatrics, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Faisal O AlQurashi
- Department of Pediatrics, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
- Correspondence: Faisal O AlQurashi, Department of Pediatrics, College of Medicine, Imam Abdulrahman Bin Faisal University, P.O Box: 11286, Dammam, 31453, Saudi Arabia, Tel +966555078804, Fax +966138955088, Email
| | - Waleed H Albuali
- Department of Pediatrics, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Mohammad H Al-Qahtani
- Department of Pediatrics, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Syed I Husain
- Vice Deanship for e-learning, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Omair Sharif
- Vice Deanship for e-learning, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Nyangeni T, van Rooyen DRM, Du Plessis AH, Ten Ham-Baloyi W. Quality management of objective structured clinical examinations: An integrative literature review. NURSE EDUCATION TODAY 2022; 109:105223. [PMID: 34802793 DOI: 10.1016/j.nedt.2021.105223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Revised: 11/02/2021] [Accepted: 11/11/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Objective Structured Clinical Examinations are widely adopted as a clinical assessment method in nurse education. Quality is an integral aspect of the design and implementation of OSCEs, facilitating their credibility and rigour. However, there is a dearth of literature regarding the management of the quality of Objective Structured Clinical Examinations. OBJECTIVE To summarise existing literature regarding best practices on the management of the quality of Objective Structured Clinical Examinations in health science education. DESIGN An integrative literature review. DATA SOURCES EBSCOhost, including CINAHL, eBook Collection, E-journals, ERIC, Health Source-Consumer Edition, Health Source-Nursing/Academic Edition, Humanities International Complete and MEDLINE, together with Cochrane Online, PubMed, Taylor & Francis Online and ScienceDirect, were searched, followed by hand searching of references as well as a manual search for grey literature, using Google. REVIEW METHODS Using predetermined inclusion and exclusion criteria, research documents (experimental, non-experimental, descriptive and qualitative studies), non-research documents (editorials, opinion letters), including grey literature, published between January 2010 and March 2021. RESULTS A total of thirteen (n = 13) studies were included in the review. A total of 22 quality measures were identified, which should be applied in the preparation and planning, implementation and evaluation phases of Objective Structured Clinical Examinations. The preparation and planning phase is crucial for the quality of Objective Structured Clinical Examinations, as more than half (n = 12) of the 22 quality measures were identified in this phase. CONCLUSIONS There is limited available recorded evidence that defines and describes the management of the quality of Objective Structured Clinical Examinations. Future research should focus on the context-specific use of psychometric analysis to ensure generation of valid, objective and consistent assessment during Objective Structured Clinical Examinations. More rigorous large-scale studies (such as quantitative or randomised controlled trials) regarding management of variances amongst examiner scores, impact of moderation on Objective Structured Clinical Examinations, and virtual Objective Structured Clinical Examinations should be conducted.
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Affiliation(s)
- Thandolwakhe Nyangeni
- Nelson Mandela University, Department of Nursing Science, Faculty of Health Sciences, Summerstrand, 6031 Port Elizabeth, South Africa.
| | - Dalena R M van Rooyen
- Nelson Mandela University, Faculty of Health Sciences, Summerstrand, 6031 Port Elizabeth, South Africa.
| | - Allison Herelene Du Plessis
- Nelson Mandela University, Department of Nursing Science, Faculty of Health Sciences, Summerstrand, 6031 Port Elizabeth, South Africa.
| | - Wilma Ten Ham-Baloyi
- Nelson Mandela University, Faculty of Health Sciences, Summerstrand, 6031 Port Elizabeth, South Africa.
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Wang CC, Wang YCL, Hsu YH, Lee HC, Kang YC, Monrouxe LV, Chien SJ, Chen TC. Digitizing Scoring Systems With Extended Online Feedback: A Novel Approach to Interactive Teaching and Learning in Formative OSCE. Front Med (Lausanne) 2022; 8:762810. [PMID: 35145973 PMCID: PMC8821649 DOI: 10.3389/fmed.2021.762810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2021] [Accepted: 12/20/2021] [Indexed: 11/16/2022] Open
Abstract
Objectives Objective structured clinical examinations (OSCEs) are common for formative assessment. We developed an Online Smart Communicative Education System and aimed to explore the factors that affect the perceptions of both teachers and students for teaching and learning. Methods and Analysis A two-year cross-sectional cohort study was undertaken. The program includes three parts. Part I Pre-OSCE: an online flipped class in preparation for task-related knowledge and skills. Part II OSCE-day: 10 tasks in one track formative OSCE. Part III Post-OSCE: extended online feedback for participants with further questions after the exam and raters with more feedback after reviewing their performance online. Principal component analysis with varimax rotation was performed to analyze the perceptions of students and teachers to the Online System by means of questionnaires. Results Seventy-six pharmacy students (male 32.9%) took the exam and 24 raters (male, 25%) participated in the scoring during the OSCEs. The mean G coefficient was 0.88. Seventy-six questionnaires from the students were obtained for the analysis. Results explained the cumulative variance of 73.9% for component (1) “Effects of extended online feedback”: 40% and (2) “Facilitation of learning”: 33.9%. Thirty-nine questionnaires from the raters who experienced the Online System were obtained for the analysis (male 23.1%). Results explained a cumulative variance of 77.3% for component (1) “Effects of extended online feedback”: 36.6%, (2) “Facilitation of scoring and feedback”: 24.5%, and (3) “Feasibility of online platform”: 16.2%, respectively. Conclusion We demonstrated good reliability for digitizing the scoring system with educational support to facilitate teaching. “Effects of extended online feedback” was the major aspect in explaining the variance from the perceptions of students and raters by factor analysis. In comparison with traditional formative OSCEs, extended online feedback is a novel approach, which extends the process of learning and teaching among the learners and raters and overcomes the barriers of time limitation and distance.
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Affiliation(s)
- Chia-Chen Wang
- Department of Pharmacy, Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
| | - Yu-Chin Lily Wang
- Department of Pharmacy, Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
| | - Yu-Han Hsu
- Department of Pharmacy, Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
| | - Haw-Chyuan Lee
- Department of Pharmacy, Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
| | - Yu-Chan Kang
- Department of Pharmacy, Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
| | | | - Shao-Ju Chien
- Division of Pediatric Cardiology, Department of Pediatrics, Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
- School of Traditional Chinese Medicine, Chang Gung University College of Medicine, Taoyuan, Taiwan
| | - Te-Chuan Chen
- Division of Nephrology, Department of Internal Medicine, Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
- School of Medicine, Chang Gung University College of Medicine, Taoyuan, Taiwan
- Chang Gung Memorial Hospital Linkou Branch, Chang Gung Medical Education Research Centre, Taoyuan, Taiwan
- *Correspondence: Te-Chuan Chen
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Dunstatter D. Competency-Based Assessment Methods in Adult Cardiac Sonography: Students’ Perceptions and Clinical Evaluation. JOURNAL OF DIAGNOSTIC MEDICAL SONOGRAPHY 2022. [DOI: 10.1177/87564793211070234] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Objective: This research examined the effects of multiple combined competency-based methods on sonography students’ perceptions of adult echocardiography training components. In addition, clinical preceptor evaluation scores were compared with faculty objective structured clinical examination (OSCE) scores. Materials and Methods: A quasi-experimental nonequivalent group research design was used to evaluate students enrolled in an adult cardiac Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredited curriculum. Students’ perceptions pre and post multiple competency-based methods (formative assessment, OSCE, & simulation) intervention were recorded via course evaluations. Questions were analyzed individually using descriptive statistics and the Bonferroni correction. Students’ clinical evaluation and OSCE scores were analyzed using Spearman’s rank correlation. Results: The majority of students’ perceptions pre- and postintervention of multiple competency-based assessments demonstrated significant differences, or they primarily agreed that their echocardiography knowledge or skill set was enhanced. There was weak correlation between students’ clinical competency evaluation scores and OSCE scores—post implementation of multiple competency-based assessments, rs(37) = −.01, P = .93. Conclusion: These results suggest further evaluation of the credentialing process’s clinical assessment to ensure clinical competency.
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Helland HK, Tylleskär T, Kvernenes M, Reikvam H. An Abrupt Transition to Digital Teaching—Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown. Healthcare (Basel) 2022; 10:healthcare10010170. [PMID: 35052333 PMCID: PMC8775773 DOI: 10.3390/healthcare10010170] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Revised: 01/13/2022] [Accepted: 01/14/2022] [Indexed: 01/27/2023] Open
Abstract
Norwegian universities closed almost all on-campus activities on the 12 March 2020 following a lockdown decision of the Norwegian government in response to the COVID-19 pandemic. Online and digital teaching became the primary method of teaching. The goal of this study was to investigate how the transition to digital education impacted on medical students enrolled at the University of Bergen (UiB). Key points were motivation, experience of learning outcomes, and fear of missing out on important learning. Using an online questionnaire, students were asked to evaluate the quality of both lectures and taught clinical skills and to elaborate on their experience of learning output, examination, and digital teaching. Answers from 230 students were included in the study. Opinions on the quality and quantity of lectures offered and their experience of learning output varied based on gender, seniority and the amount of time spent on part time jobs. Students at UiB were generally unhappy with the quality of teaching, especially lessons on clinical skills, although both positive and negative experiences were reported. Securing a satisfying offer of clinical teaching will be important to ensure and increase the student experience of learning output in the time ahead.
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Affiliation(s)
- Henriette K. Helland
- Faculty of Medicine, University of Bergen, 5020 Bergen, Norway; (H.K.H.); (M.K.)
| | - Thorkild Tylleskär
- Centre for International Health, University of Bergen, 5020 Bergen, Norway;
| | - Monika Kvernenes
- Faculty of Medicine, University of Bergen, 5020 Bergen, Norway; (H.K.H.); (M.K.)
| | - Håkon Reikvam
- Department of Clinical Science, University of Bergen, 5020 Bergen, Norway
- Clinic for Medicine, Haukeland University Hospital, 5021 Bergen, Norway
- Correspondence: ; Tel.: +47-55-97-37-00
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Gilani S, Pankhania K, Aruketty M, Naeem F, Alkhayyat A, Akhtar U, Chaudhary M, Sinha S. Twelve tips to organise a mock OSCE. MEDICAL TEACHER 2022; 44:26-31. [PMID: 33656952 DOI: 10.1080/0142159x.2021.1887465] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The objective structured clinical examination (OSCE) is central to assessing clinical competence in undergraduate and postgraduate exams for medical and allied healthcare professions. A mock OSCE on the other hand is a simulation of the OSCE and a unique learning experience for the examinee. They benefit in a variety of ways; from enhancing their time management skills to receiving feedback that can improve their clinical skills. Unfortunately, opportunities to participate in simulated OSCEs remain limited. Reasons include difficulty in fulfilling organisational requirements and equipment-related costs. Mock OSCEs can be set up by undergraduate students or junior trainees for peers, without senior supervision or direct guidance. This article will discuss 12 tips regarding the arrangement of mock OSCEs to guide organisers, including accessing resources and establishing the content of the exam.
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Affiliation(s)
- Syed Gilani
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
- Lancashire Teaching Hospitals NHS Trust, Lancashire, UK
| | - Kishan Pankhania
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
| | - Maneesha Aruketty
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
| | - Farah Naeem
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
| | - Abdulaziz Alkhayyat
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
| | - Usmaan Akhtar
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
- Royal Bolton Hospital, Bolton, UK
| | - Muhammad Chaudhary
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
- Macclesfield District General Hospital, Manchester, UK
| | - Siddharth Sinha
- Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
- King's College Hospital, London, UK
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