A clinical skills dashboard for medical student assessment

Abstract

cal assistants asked whether patients were willing to see a student whose card they had read.Patients who accepted/declined student participation, received questionnaires after their visit that collected demographic information and asked patients about the biography card. We sought patients' perceptions of seeing a student's biography card before meeting the student. We also determined whether patient demographic features associated with patients' perception of the card's value or with their acceptance of student participation. | WHAT LESSONS WERE LEARNED?We learned that presenting patients with student biographic information was positively associated with their accepting students as part of their care, and that those who did accept student participation found that participation valuable. Of 178 patients seen in the ObGyn clinics over 2 months, 148 (83.1%) patients agreed to see a student after seeing the student's biography card, over half (53.4%) of whom had not been seen by a student before. Of the patients who accepted students in their care, 90.5% reported valuing the student's participation, and 77.0% agreed that students enhanced their experience. Most patients reported that they would like to include a student in their care again in the future. Surprisingly, linear regression analysis showed that having seen a student before did not predict acceptance when patients were afforded the opportunity. In addition, 'knowing more about student made me want to see student' did not predict patient acceptance, a finding that differs from our expectations as well as other studies of patients reviewing doctor biographies.While seeing the biographic card predicted acceptance, we do not know which specific features of our biography cards supported or deterred patient acceptance. We also do not know if a cofactor may explain the result: Perhaps it is not the content of the card at all but merely that providing a card is a sign of respect to patients? Unlike signs in the waiting room, the cards could personalize and incorporate patients in the teaching environment. Each of these issues provide us with issues for further study in order to determine the essential ingredient(s) of increasing patient acceptance of students in the context of sensitive care.

General Current Trends and Problems in Medical Education

“…Однако, несмотря на его важность, многие медицинские школы и учебные программы сталкиваются с отсутствием интеграции между этими двумя областями обучения [20]. Это может создать серьезные проблемы для студентов-медиков и медицинских работников, препятствуя их способности применять свои знания в реальных условиях и оказывать пациентам высококачественную помощь [21].…”