After the Discontinuation of Step 2 CS: A Collaborative Statement from the Directors of Clinical Skills Education (DOCS)

John, Janice Thomas; Gowda, Deepthiman; Schlair, Sheira; Hojsak, Joanne; Milan, Felise B.; Auerbach, Lisa

doi:10.1080/10401334.2022.2039154

Cited by 5 publications

(3 citation statements)

References 20 publications

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“…Until March 2020, the Step2 Clinical Skills (CS) exam was the standard for assessing communication and interpersonal skills 8 . However, its suspension due to the COVID-19 pandemic underscored the need for an effective validation of these vital skills 9 – 11 . While the pandemic led to the discontinuation of the Step2 CS, its core elements of clinical communication are now integrated into the other Steps 12 , and the USMLE remains, for now, the official benchmark for assessing physicians’ communication abilities.…”

Section: Introductionmentioning

confidence: 99%

Comparing ChatGPT and GPT-4 performance in USMLE soft skill assessments

Brin,

Sorin,

Vaid

et al. 2023

Sci Rep

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The United States Medical Licensing Examination (USMLE) has been a subject of performance study for artificial intelligence (AI) models. However, their performance on questions involving USMLE soft skills remains unexplored. This study aimed to evaluate ChatGPT and GPT-4 on USMLE questions involving communication skills, ethics, empathy, and professionalism. We used 80 USMLE-style questions involving soft skills, taken from the USMLE website and the AMBOSS question bank. A follow-up query was used to assess the models’ consistency. The performance of the AI models was compared to that of previous AMBOSS users. GPT-4 outperformed ChatGPT, correctly answering 90% compared to ChatGPT’s 62.5%. GPT-4 showed more confidence, not revising any responses, while ChatGPT modified its original answers 82.5% of the time. The performance of GPT-4 was higher than that of AMBOSS's past users. Both AI models, notably GPT-4, showed capacity for empathy, indicating AI's potential to meet the complex interpersonal, ethical, and professional demands intrinsic to the practice of medicine.

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Section: Introductionmentioning

confidence: 99%

Comparing ChatGPT and GPT-4 performance in USMLE soft skill assessments

Brin,

Sorin,

Vaid

et al. 2023

Sci Rep

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“…Can we pivot, as is happening in the US, creating novel opportunities with regional and national clinical skills initiatives? 35,36 In summary…”

Section: So What's Next?mentioning

confidence: 99%

Cancel culture: exploring the unintended consequences of cancelling the Canadian national licensing clinical examination

Touchie

Pugh²

2022

Can. Med. Ed. J

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Assessment drives learning. However, when it comes to high-stakes examinations (e.g., for licensure or certification), these assessments of learning may be seen as unnecessary hurdles by some. Licensing clinical skills assessment in particular have come under fire over the years. Recently, assessments such as the Medical Council of Canada Qualifying Examination Part II, a clinical skills objective structured clinical examination, have been permanently cancelled. The authors explore potential consequences of this cancellation including those that are inadvertent and undesirable. Future next steps for clinical skills assessment are explored.

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“…Medical student educators have made repeated calls for alternative simulation programs to ensure nationwide clinical competency among medical school graduates. 8 At the same time, the Coalition for Physician Accountability's rep or t on t he Underg radu ate Me dic a l Education-Graduate Medical Education (UME-GME) transition recommended that educators "define and implement a common framework and set of outcomes (competencies) to apply to learners across the UME-GME transition." (Recommendation 9).…”

Section: Introductionmentioning

confidence: 99%

Strategy to Develop a Common Simulation Training Program: Illustration with Anesthesia and Intensive Care Residency in France

Buléon

Minehart

Rudolph

et al. 2022

Teaching and Learning in Medicine

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Phenomenon:The urgency of having fair and trustworthy competency-based assessment in medical training is growing. Simulation is increasingly recognized as a potent method for building and assessing applied competencies. The growing use of simulation and its application in summative assessment calls for comprehensive and rigorously designed programs. Defining the current baseline of what is available and feasible is a crucial first step. This paper uses anesthesia and intensive care (AIC) in France as a case study in how to document this baseline. Approach: An IRB-approved, online anonymous closed survey was submitted to AIC residency program directors and AIC simulation program directors in France from January to February 2021. The researcher-developed survey consisted of 65 questions across five sections: centers' characteristics, curricular characteristics, courses' characteristics, instructors' characteristics, and simulation perceptions and perspectives. Findings: The participation rate was 31/31 (100%) with 29 centers affiliated with a university hospital. All centers had AIC simulation activities. Resident training was structured in 94% of centers. Simulation uses were training (100%), research and development (61%), procedural or organizational testing (42%), and summative assessment (13%). Interprofessional full-scale simulation training existed in 90% of centers. Procedural training on simulators prior to clinical patients' care was performed "always" in 16%, "most often" in 45%, "sometimes" in 29% and "rarely" or "not" in 10% of centers. Simulated patients were used in 61% of centers. Main themes were identified for procedural skills, full-scale and simulated patient simulation training. Simulation activity was perceived as increasing in 68% of centers. Centers expressed a desire to participate in developing and using a national common AIC simulation program. Insights: Based on our findings in AIC, we demonstrated a baseline description of nationwide simulation activities. We now have a clearer perspective on a decentralized approach in which individual institutions or regional consortia conduct simulation for a discipline in a relatively homogeneous way, suggesting the feasibility for national guidelines. This approach provides useful clues for AIC and other disciplines to develop a comprehensive and meaningful program matching existing expectations and closing the identified gaps.

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After the Discontinuation of Step 2 CS: A Collaborative Statement from the Directors of Clinical Skills Education (DOCS)

Cited by 5 publications

References 20 publications

Comparing ChatGPT and GPT-4 performance in USMLE soft skill assessments

Comparing ChatGPT and GPT-4 performance in USMLE soft skill assessments

Cancel culture: exploring the unintended consequences of cancelling the Canadian national licensing clinical examination

Strategy to Develop a Common Simulation Training Program: Illustration with Anesthesia and Intensive Care Residency in France

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