An evaluation study of the didactic quality of clerkships

Remmen, Roy; Denekens, Joke; Scherpbier, Albert; Hermann, Ingeborg; Vleuten, Cees van der; Royen, Paul Van; Bossaert, Leo

doi:10.1046/j.1365-2923.2000.00570.x

Cited by 113 publications

(105 citation statements)

References 4 publications

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“…After having surveyed more than 880 external, the team of the University of Antwerp makes a poor assessment of the quality of teaching supervision during the day school. In this study, the supervision of the outsiders was mainly based on junior residents (Remmen R, 2000). Dolmans et al confirmed that the quality of supervision is the most influential parameter in the assessment of student's courses Barrows HS, 1993;Joly L, 2013;Paul Grand' M 1992;Daelmans HEM, 2004;.…”

Section: Result Discussion and Suggestionsmentioning

confidence: 59%

“…They also denounce its lack of transparency as a result of a lack of feedback. (Remmen R, 2000;Van der Hem-Stokross HH, 2003; In our survey, most of performed tasks were in the domain of knowledge (description of anamnestic elements, description of a physical lesion, and interpretation of a complementary examination). On the other hand, the evaluation of clinical competences, mobilized by the know-how and the knowledge to be were lightly represented.…”

Section: Result Discussion and Suggestionsmentioning

confidence: 99%

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Evaluation of student’s competencies on Social Medicine internship with the Objective Structured Clinical Examination method

Kraiem¹,

Amri²,

Mhamdi³

et al. 2017

International Journal of Educational Research Review

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The aim of the current study is to evaluate OSCE (Objective Structured Clinical Examination) stations elaborated to asses competencies of external students on the 5th year of Social Medicine internship at the Faculty of Medicine of Monastir, in Tunisia, carried out over a year. The total number of OSCE stations was 32 with an average of 5.3 ± 2.3 stations per session, each station lasting five minutes. More than half of OSCE stations were a clinical vignette type (68.7%), followed by photo-type stations in 8 cases (25%). The total number of tasks required was 76. The number of stations about a single task was 18.75%. More than two-thirds of tasks involved competencies of cognitive level type III (72.1%). The number of elements per correction grid varied between 4 and 10 with an average of 6.44 ± 1.8 elements. At the end of the different examination sessions, the success rate was low (15-19 / 30) for 61% of learners with a discrimination index -0.41 and a difficulty index of tests 66%. These results attest the feasibility of OSCE stations for evaluation of skills in medical specialty. However, a regular and more thorough evaluation of this method is necessary in order to promote skills of future general practitioner.

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Section: Result Discussion and Suggestionsmentioning

confidence: 59%

Section: Result Discussion and Suggestionsmentioning

confidence: 99%

Evaluation of student’s competencies on Social Medicine internship with the Objective Structured Clinical Examination method

Kraiem¹,

Amri²,

Mhamdi³

et al. 2017

International Journal of Educational Research Review

View full text Add to dashboard Cite

show abstract

“…However, structured, case-based teaching and skills training sessions during final year education resulted in incremental improvement in clinical reasoning outcomes as measured by the key features examination. This result was expected based on the findings of various studies indicating that the systematic supervision of students during clinical rotations and feedback in the context of workplace learning are infrequent (Remmen et al 2000 A structured final year student curriculum comprising interactive case-based seminars and skills training sessions would seem to at least guarantee a minimum of standardisation in final year medical education, to address important learning objectives, and to also foster clinical reasoning skills. We speculate that more sustained facilitation of clinical reasoning skills might reinforce student motivation and engagement on the ward and in turn increase the benefits of workplace learning gained by final year students.…”

Section: Discussionmentioning

confidence: 89%

Effects of a supplementary final year curriculum on students’ clinical reasoning skills as assessed by key-feature examination

et al. 2009

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Background: The final year of medical education is considered crucial in making students 'fit for purpose'. Studies have shown that many students leave medical school without having experienced sufficient preparation for their upcoming professional life. Aim: The aim of this study was to examine the effectiveness of a supplementary internal medicine final year curriculum on clinical reasoning skills. Method: Final year internal medicine students from two universities participated in the study which was based on a static-group design. The experimental group (n ¼ 49) took part in a final year student curriculum with interactive case-based seminars and skills training sessions. The comparison group (n ¼ 25) did not receive any additional training beyond working on the ward. Clinical reasoning skills were assessed using a key-feature pre-post test.Results: Prior to their clinical rotation, the two groups did not differ in the key-feature examination ( p50.924). The experimental group performed significantly better than the comparison group ( p50.028) in the post-intervention key-feature examination. Conclusions: Supplementary interactive case-based seminars and skills training sessions are effective and significantly improve the clinical reasoning skills of final year students in internal medicine. Further study is warranted and should look to examine the effectiveness of a final year student curriculum on other performance measures.

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“…6 Echter, in de praktijk zijn arts-assistenten vaak de belangrijkste begeleiders van co-assistenten. 7 Voordeel van de arts-assistent als begeleider is het laagdrempelig contact tussen co-assistent en arts. Co-assistenten vinden het niet noodzakelijk dat de klinisch docent veel vakspecifieke kennis heeft.…”

Section: Co-assistenten Kunnen Prima Begeleid Worden Door Arts-assistunclassified

“…Daarnaast klagen zij dat zij weinig vaardigheden gedemonstreerd krijgen en vaak slecht geïnstrueerd worden. 7 De ideale klinisch docent instrueert de co-assistent goed, laat hem/haar veel zelf doen en bespreekt verrichte handelingen na met de co-assistent.…”

Section: De Klinisch Docent: Meester Of Metgezel?unclassified

Meester en gezel: op zoek naar verbeteringen in de rol van de klinisch docent

Penders¹,

Dijk²,

Doelder³

2002

TMEO

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Onderwijs in de klinische fase is variabel, onvoorspelbaar, ad hoc en niet continu. Dit blijkt uit de literatuur over klinisch onderwijs. 1 Het onderwijsprogramma is de afgelopen jaren op alle faculteiten gemoderniseerd. Goed klinisch onderwijs loopt echter nog steeds niet langs gebaande paden. 2 De co-assistentschappen hebben vanouds een bijzondere status binnen het medisch onderwijsprogramma.Klinisch onderwijs wordt verzorgd door zowel onervaren arts-assistenten als medisch specialisten met veel (onderwijs)

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An evaluation study of the didactic quality of clerkships

Abstract: Clinical clerkships do not automatically provide an ideal learning environment for medical students.

Cited by 113 publications

References 4 publications

Evaluation of student’s competencies on Social Medicine internship with the Objective Structured Clinical Examination method

Evaluation of student’s competencies on Social Medicine internship with the Objective Structured Clinical Examination method

Effects of a supplementary final year curriculum on students’ clinical reasoning skills as assessed by key-feature examination

Meester en gezel: op zoek naar verbeteringen in de rol van de klinisch docent

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