The purpose of this study is to assess the effects of case type and gender of standardized patient on student performance in a clinical performance examination (CPX).Methods: During 2005, an eight-station CPX was administered to fourth-year students from 4 medical schools. A total of 306 students, of which 206 (67%) were male, participated in the exam.Station checklists, scored by the SPs, consisted of history taking (Hx), physical examination (PE), information sharing (IS), clinical courtesy (CC) and patient-physician interaction (PPI). A measurement of students' perceived difficulty was obtained through student questionnaires. The difference of CPX scores between male and female students were studied using Mann-Whitney's U.Results: Across the gender-neutral cases, female students scored better in Hx in 2 cases. In PE, IS and CC, the only difference seen was with CC in 1 case (female students scored higher). In PPI, female students performed better than male students in all female SP cases and one male SP case, but, there was a significant student gender-SP gender interaction when averaging all cases. For the gender sensitive case, there was no significant difference in all checklist categories in the male case when student gender was considered. In the female case, female students performed better than male students only in PPI. Student questionnaires revealed that there was no significant difference in perceived difficulty between male and female students. Conclusion:The standardized patients' ratings in gender sensitive cases are not affected by the gender of standardized patients and students, except in PPI with a female case where female students performed better than male students.
The purpose of this study was to elucidate to what extent the goals of the leadership training program implemented in a medical college were achieved. Study subjects consisted of 74 first-year premedical students at the College of Medicine of The Catholic University of Korea. All participants completed two questionnaires: an 18-item self-leadership questionnaire asking self-expectation, rehearsal, goal setting, self-rewards, self-judgment and constructive thinking, and a 28-item self-efficacy questionnaire asking preference toward difficult work, efficacy of self-control, and confidence before and after the leadership training program. Students also competed a program satisfaction survey after the program. The collected data were analyzed with a paired t-test, descriptive statistics by IBM SPSS ver. 20.0 (IBM Co., Armonk, NY, USA). Students' overall satisfaction with the program scored 4.06 out of 5. The scores of self-leadership and self-efficacy increased after the leadership training program except for 'confidence' in self-efficacy. The results indicate that an intensive leadership program in a short period of time could help to enhance social competencies such as communication skills, empathy, self-reflection, and teamwork of premedical students.
Purpose: This study was designed to investigate the effects of information sharing between students on results of clinical performance examination (CPX).Methods: 143 third-year students, who completed their core clinical clerkship, were randomly assigned to one day of a 3-day, 6 station CPX. Station checklists, scored by the SPs, consisted of history taking, physical examination, information sharing, clinical courtesy and patient-physician interaction. We compared the CPX station scores, CPX domain scores, self assessment scores and GPA of the three groups tested on different days with ANOVA, and analyzed the differences in CPX scores, after controlling for GPA, with ANCOVA. The correlations among the CPX total and domain scores, self assessment and the GPA of the 3 rd year students were calculated. Data regarding information sharing between students and self-assessment were obtained through student questionnaires.Results: CPX total scores, self assessment scores and GPA of 3 rd year students from day-2 were significantly higher than scores from day-1 or day-3. Checklist analysis showed that PE, CC and PPI scores were significantly higher on day-2, but Hx and IS scores were not significantly different.Results from questionnaires showed that 43% of students shared evaluation information. And CPX total scores had little correlation with self assessment scores. GPA of 3 rd year students showed a similar pattern with the CPX totalscore. Conclusion:There is information sharing occurring between students during clinical performance examinations. Although there are significant differences in CPXscores for the treatment group, it seemed that CPX scores are not affected by information sharing between students. Reliability of information sharing from other students is low. The generalization of this study should be interpreted carefully.
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