Assessment in undergraduate psychiatric education

Goldney, Robert D.; McFarlane, A C

doi:10.1111/j.1365-2923.1986.tb01057.x

Cited by 17 publications

(8 citation statements)

References 13 publications

(24 reference statements)

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“…8 Cox 9 suggests that orals can be highly threatening for candidates with resultant poor performance. Goldney and McFarlane 10 suggest that students who were successful in oral examination were more able to pick up cues and respond appropriately to the examiners. A concern often expressed by the examination boards is that some candidates have an advantage in oral examinations as a result of the way they present (communication ability) rather than what they present (medical skill and knowledge).…”

Section: Introductionmentioning

confidence: 99%

Applicability and fairness of the oral examination in undergraduate psychiatry training in South Africa

Niehaus¹,

Jordaan²,

Koen³

et al. 2012

Afr. J. Psych

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African Journal of Psychiatry • March 2012 119 IntroductionWithin medical education throughout the world's universities, there are several means of evaluating student performance in examinations. These include written and oral examinations as well as objective structured clinical/practical examinations (OSCE/OSPE). 1,2 Health Sciences faculties in South Africa favour oral and OSCE/OSPE type examinations. Both of these modalities have specific advantages and disadvantages. OSC(P)E is a competence based examination that has been shown in many medical settings to assess clinical skills and knowledge in a reliable and valid fashion, a reflection of how communication skills are taught to medical students. In this method, learners are assessed by direct observation of their ability to communicate with simulated patients. The standardized evaluation setting in which this takes place reflects real life clinical encounters and the context of situations or problems that learners will encounter in actual medical practice. OSC(P)Es vary in length and scoring is done with a task specific checklist or a combination of checklists and rating scales. Studies exploring the link between OSCE and student performance have produced varying results. While some 3,4 have shown that OSC(P)Es have the ability to predict future postgraduate performance and that they motivate students to actively improve their clinicial skills others There are several methods of evaluating medical students' performance, such as written examination, oral examination and objective structured clinical examination (OSCE). Many studies have focused on the reliability and validity of these methods but few studies have explored comparison between these methods. Psychiatry is the only subject at the University of Stellenbosch where the final assessment consists of solely an oral component. The aim of the study was to compare students' final overall and discipline specific examination marks (i.e. in the other subjects) with the examination marks in psychiatry, and to determine if content or structure (e,g. oral, written or OSCE format) of examination impacts more on the student performance in the examination. Method: 343 final year medical students were included. All undertook their psychiatry rotation at the University of Stellenbosch, South Africa during 2008 and 2009. Data of marks obtained in all the disciplines during 2008 and 2009 were collected and class marks were compared with their final examination marks across all disciplines. Bland-Altman plots were used to assess the level of agreement between the class and examination marks. Cases below the lower threshold were compared to all other cases across all disciplines. The odds ratio for group status was calculated for gender distribution of examiners. Results: The psychiatry class mark and final oral examination mark provided similar measures within a width of 31.5. Cases below the threshold had poorer performance in two other disciplines. The gender distribution of the examiners (female-female) significant...

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Section: Introductionmentioning

confidence: 99%

Applicability and fairness of the oral examination in undergraduate psychiatry training in South Africa

Niehaus¹,

Jordaan²,

Koen³

et al. 2012

Afr. J. Psych

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“…In particular, supervisors' reports and viva examinations may not be sufficient to assess students' ability to deal with the process of the clinical interview or use the information elicited (Harper et al 1983). Videotaped interviews appear to be one valid method of tapping these elements of students' performance (Rix et al 1985; Goldney & McFarlane 1986; Mumford et al 1987). Whilst these factors have emerged with some consistency in studies of undergraduates and recent graduates it cannot necessarily be assumed that they are of importance in psychiatrists in training.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, after watching a videotaped interview, they had to score the symptoms demonstrated by the patient using the Brief Psychiatric Rating Scale (BPRS) a standardized rating of psychopathology (Overall & Gorham 1962) and to rate the qualities of the interview process using a format development by Maguire et al (1978). The method of scoring this interview is described elsewhere in detail (Goldney & McFarlane 1986). A further written examination was conducted at the end of the clinical year and this had multiple choice questions (MCQ) and written answer components.…”

Section: Methodsmentioning

confidence: 99%

A factor analytic study of clinical competence in undergraduate psychiatry

1989

Self Cite

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This study used factor analysis to define the components of clinical competence of medical students during their undergraduate psychiatric training. Four factors were defined; factor 1 related to cognitive and psychological problem-solving; factor 2 tapped the interpersonal and observational skills students showed with patients; factor 3 was characterized by knowledge in the examination setting, and factor 4 related to students' capacity to demonstrate their ability in an interpersonal setting. These are similar to the component skills of clinical competence demonstrated by students in other areas of the medical curriculum. They also correspond to the skills which Walton (1986) has suggested should be focused upon in undergraduate psychiatric education.

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“…But, the ability to retain facts has not been shown to correlate with clinical performance (13,16) and, clinical competence is, presumably, our goal. Therefore, our students pass our exams and we know what they know; but we are less certain about what they know how to do (4,17).…”

Section: What Do Our Students Learn?mentioning

confidence: 97%

Less is more: The case for “basic” psychiatry and the Colorado medical student log

Weissberg

1996

Psych Quart

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Because of the rapid growth of our field, psychiatric educators are faced with two related questions. Are we teaching our students about too many things thereby making it difficult for them to discern our essential message(s)? And, two, have we really decided on what our essential message(s) actually is? The answer is "yes" to the former and "no" to the latter. The problem is deceptively simple: as distinct from what we teach, as a profession we have not yet parsed out the minimum we expect our students to really know-and really know how to do-by the time they graduate from our schools. We, therefore, developed the menu and method of the Colorado Medical Student Log which articulates the minimal educational goals for our students: ten core clinical experiences and ten core psychiatric screens. The log also provides an easy method by which we can be satisfied that our minimal goals are being met.

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Assessment in undergraduate psychiatric education

Cited by 17 publications

References 13 publications

Applicability and fairness of the oral examination in undergraduate psychiatry training in South Africa

Applicability and fairness of the oral examination in undergraduate psychiatry training in South Africa

A factor analytic study of clinical competence in undergraduate psychiatry

Less is more: The case for “basic” psychiatry and the Colorado medical student log

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