Assessment of Clinical Skills of Residents Utilizing Standardized Patients

Stillman, Paula L.; Swanson, David B.; Regan, Mary; Philbin, Mary; Nelson, Virginia S.; Ebert, Thomas H.; Ley, Bryson; Parrino, Thomas A.; Shorey, Jeannette M.; Stillman, Alfred; Alpert, Elaine J.; Caslowitz, Joel; Clive, David M.; Florek, James; Hamolsky, Milton W.; Hatem, Charles J.; Kizirian, Janice; Kopelman, Richard I.; Levenson, D; Levinson, Gilbert E.; McCue, Jack D.; Pohl, Henry; Schiffman, Fred J.; Schwartz, Joel; Thane, Michael; Wolf, Marshall A.

doi:10.7326/0003-4819-114-5-393

Cited by 128 publications

(53 citation statements)

References 7 publications

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“…Direct observation of students by faculty and assessing senior clinicians during clerkships is also critical for accurate evaluation of clinical skills (Hasnain et al 2004;Holmboe 2004). The reality that clerkship performance ratings are rarely based on direct observations has previously been voiced by the concerned authors (Stillman et al 1991;Kassebaum & Eaglen 1999). And, although the consultant's lack of opportunity and time to directly observe and supervise students during undergraduate clerkships is likely an important rationalising factor explaining the findings of this study, there are also other potential contributing factors.…”

Section: Discussionmentioning

confidence: 68%

“…In reality, however, senior clinicians and faculty rarely have opportunities to observe medical students performing core clinical skills such as history taking and physical examination (Stillman et al 1991;Kassebaum & Eaglen 1999;Howley & Wilson 2004). The situation is exacerbated during surgical clerkships when the teaching and supervising responsibilities of consultant surgeons (attending surgeons) frequently conflict with operative and research responsibilities.…”

Section: Introductionmentioning

confidence: 99%

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Clinical supervisor evaluations during general surgery clerkships

Wheeler

Hill

2011

Medical Teacher

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Background: Clerkship performance is commonly evaluated by consultant surgeons who seldom supervise medical students directly. In contrast, surgical residents and interns frequently supervise students and provide essential teaching but are not tasked with evaluating them. Aim: To prospectively investigate and compare the accuracy of general surgery clerkship performance evaluations by clinical supervisors of differing seniorities. Method: Between September 2008 and May 2010, clinical supervisors of varying seniorities independently evaluated 57 fourthyear medical students using a multi-dimensional performance evaluation tool. Total evaluation grades and subtotal grades for clinical ability were correlated to the results of a validated surgical objective structured clinical examination (OSCE). Results: In this study, 85 clinical supervisors provided 427 student performance evaluations. Total evaluation grades awarded by consultant surgeons had weak correlation to student OSCE results (r ¼ 0.27, p 5 0.05) and associated subtotal grades for clinical ability had no correlation. In comparison, the equivalent sets of grades awarded by residents and interns had moderate correlations to OSCE results (r ¼ 0.49 and r ¼ 0.54, p 5 0.01). Conclusions: Validity of clinical supervisor evaluations during general surgery clerkships vary according to assessor seniority. Including performance evaluation grades by surgical residents and interns may enhance the overall validity of this common clerkship evaluation tool and improve its summative and formative assessment value.

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Section: Discussionmentioning

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Clinical supervisor evaluations during general surgery clerkships

Wheeler

Hill

2011

Medical Teacher

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show abstract

“…Research on clinical problem solving, 8 clinical performance assessment (primarily using standardized patient technology), [9][10][11][12] and clinical practice has shown consistently that clinical performance is case specific. Practitioners who excel at diagnosing and managing one clinical problem are not necessarily skillful at diagnosing even closely related clinical situations.…”

Section: Case Specificitymentioning

confidence: 99%

SPECIAL ARTICLE: Cognitive, Social and Environmental Sources of Bias in Clinical Performance Ratings

Williams¹,

Klamen²,

McGaghie³

2003

Teaching and Learning in Medicine

346

250

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“…The innovative objective of the program was the search for the integrated development of cognitive and motor skills and of medical management and attitudes, based on the principles of investigation, on continuing study, and on critical and creative sense [13][14][15] . With this new approach, we observed, in an objective way, the students' achievements at different times of evaluation.…”

Section: Grade Ementioning

confidence: 99%

The Need for Pedagogical Qualifications for Teaching Cardiology to Undergraduate Students

Manfroi¹,

Machado²,

Petersen³

et al. 2002

Arq. Bras. Cardiol.

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Objective -Medical education has become more and more demanding and complex due to the multiplicity of investigative and therapeutical innovations introduced into the services dedicated to teaching. Of these, we can emphasize the incorporation of new technologies to identify and solve problems, and the extension of medical residency programs and postgraduate courses with their research projects. These new fields of activity have broadened the areas of teachers' activities and the horizon of possibilities for students.In regard to undergraduate education, how has it been performed? Will the simple incorporation of the student into the complex system of multiple investigative and therapeutical focuses provide the best conditions for them to acquire knowledge, skills, behavior, and ethical postures?The following Brazilian saying is very popular: "the one who learns, is the one who does, and only the one who knows, does". To assume that a student learned something just because he was present during the time a specific task was performed in a given health service may represent a false assumption of what a student really learned and what he really knows how to do. Learning cannot be seen just as the result of rote memorization.Until the mid 1960s, tests were used to assess students' knowledge (stored information), but other elements cur-rently considered substantial, such as projects, programs, curriculum, teacher's performance, and even the conditions and resources provided by educational institutions, were not valued then 1 . Very slowly, however, other proposals for evaluation have appeared and have been used so far. These proposals have changed the emphasis given to the role played by evaluation in the learning-teaching process. Since then, evaluation began to be seen as a learning opportunity, for both students and teachers. These new assumptions have revealed the need for a program, for sharing the objectives to be reached, and for defining instruments and criteria that allow the recognition and evaluation, with the maximum safety possible, of the progression of the students, both in regard to the intellectual construction of knowledge or the development of skills and the mastering of practical techniques involved in medical practice.Educational programs should consider broader as-

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Assessment of Clinical Skills of Residents Utilizing Standardized Patients

Cited by 128 publications

References 7 publications

Clinical supervisor evaluations during general surgery clerkships

Clinical supervisor evaluations during general surgery clerkships

SPECIAL ARTICLE: Cognitive, Social and Environmental Sources of Bias in Clinical Performance Ratings

The Need for Pedagogical Qualifications for Teaching Cardiology to Undergraduate Students

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