Clerkship students’ use of a video library for training the mental status examination

Fog-Petersen, Cecilie; Borgnakke, Karen; Hemmingsen, Ralf; Gefke, Maria; Arnfred, Sidse

doi:10.1080/08039488.2019.1709892

Cited by 6 publications

(12 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Resultsmentioning

confidence: 99%

“…Student access to technology-based learning resources in the clinical environments was advantageous to facilitating learning physical examination [ 39 40 41 42 43 ]. In the study by Fog-Petersen, Borgnakke [ 39 ], a video repository was developed to supplement areas of practice that may have limited clinical opportunities during clerkships, such as mental status examination. This study found that the video library provided an effective explanation of the examination process, and students were readily able to transfer their experiences to the clinical setting.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Technology Complements Physical Examination and Facilitates Skills Development among Health Sciences Clerkship Students: <em>An Integrative Literature Review</em>

Lees¹,

Bearman²,

Risør

et al. 2023

Perspect Med Educ

View full text Add to dashboard Cite

Background: Technology is increasingly present in the clinical environment. There is a dearth of investigation of the relationship between technology and touch concerning student learning of physical examination practices. Method: Integrative review methods were used to synthesise empirical literature to provide a comprehensive understanding of the relationship between physical examination, learning and technology in the context of health professional student clerkships. Results: Three databases including MEDLINE, CINAHL and Eric were searched for all articles published from 2014 to 2021 using terms relating to (i) physical examination, (ii) technology, and (iii) student clerkships. Thirty-three studies met the inclusion criteria. From the analysis, it is evident that technologies that intersect with learning of physical examination may broadly be apportioned into two categories: 1) technologies that mediate physical examination practices; and 2) technologies that mediate the learning of physical examination. Conclusions: This review indicates that technologies may have multiple roles in the student learning of physical examination, including technology mediating increased diagnostic accuracy and access to supplementary learning material relating to physical examination that is integrated for the clinical clerkship environment. It highlights a need to further understand the touch versus technology relationship and explore the dynamic intersection.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Technology Complements Physical Examination and Facilitates Skills Development among Health Sciences Clerkship Students: <em>An Integrative Literature Review</em>

Lees¹,

Bearman²,

Risør

et al. 2023

Perspect Med Educ

View full text Add to dashboard Cite

show abstract

“…In one high quality study, students reported positive attitudes towards video libraries featuring authentic patient cases [24]. Another high quality study found 79% of students reported that a 13 minute video of a patient’s perspective of fibromyalgia was superior to a traditional face to face lecture [26].…”

Section: Resultsmentioning

confidence: 99%

Technology-delivered undergraduate medical education involving patients and carers: A rapid systematic review

Lawes-Wickwar

Lovat

Alao

et al. 2021

Preprint

View full text Add to dashboard Cite

Background: Involving patients and carers in medical education centralises their voice in healthcare and supports students to develop key professional and person-centred skills. Medical schools are increasingly using technology to deliver educational activities. No review currently exists to establish the variety of technologies and their uses in undergraduate medical education when patients and/or carers are involved. Methods: Ovid MEDLINE, Ovid EMBASE and medRxiv were searched in October 2020 and reference lists of key articles were hand searched. Eligible studies reported technology-assisted education, in any setting, involving authentic patients and/or carers. Studies in foreign languages, or describing actors or non-authentic patients were excluded. Study quality was assessed using the Mixed Methods Appraisal Tool (MMAT). Levels of patient involvement were assessed using Towle et al (2010) taxonomy. Results: Twenty studies were included. The majority involved patients and/or carers via pre-recorded videos or online scenarios, with no student-interaction. Four studies evaluated remote consultations using telehealth technology, involving real-time interactions with authentic patients. Technology-supported teaching sessions involving patients and/or carers were found to be acceptable to students, educationally valuable (to students and educators), and enhanced student engagement, patient-centred attitudes, knowledge of specific patient groups, and communication and clinical skills. Two studies describing real-time remote interactions with authentic patients indicated potential barriers for students (reduced ability to build relationship with patients and examine them), educators (reduced ability to build rapport with students) and patients (issues with using or accessing telehealth). Conclusions: No studies directly measured the perspective of patients or carers involved in technology-delivered medical education. Future research should establish barriers and facilitators to patients and carers taking up a role in medical students education when technology is used, and evaluate PPI activities at Levels 3 and above as described by Towle et al taxonomy.

show abstract

“…Design learning tasks - Representative psychiatric cases - Variation in complexity - Adjusted to educational phase (preclinical, clerkship year, first-year resident etc.) - Should include routine and non-routine aspects - Variation in instruction - See learning tasks identified for knowledge domain in Table 1 - Representative psychiatric consultation situations (clinical presentations, e.g., based on frequency of presentation) [ 33 , 36 ] - Routine: Psychiatric interview and MSE with cooperative, calm patient [ 32 ] - Non-routine: acute suicidality, agitated behavior, e.g., role-play exercises [ 61 ] 2. Develop assessment instruments - Assessment instruments serve for quality assurance of clinical standards - Whole-task versus part-task assessments - Assessment matrix* - Provide worked examples of expected standards - Peer-observation checklist [ 18 ] - Standardized documentation forms [ 4 , 32 , 71 ] - Knowledge testing for elements of psychiatric interview and MSE [ 36 ] - Worked examples as supportive information to understand interview processes [ 21 ] - Workplace-based assessments [ 66 ] 3.…”

Section: Methodsmentioning

confidence: 99%

“…- Representative psychiatric consultation situations (clinical presentations, e.g., based on frequency of presentation) [ 33 , 36 ]…”

Section: Methodsmentioning

confidence: 99%

Instructional Design Strategies for Teaching the Mental Status Examination and Psychiatric Interview: a Scoping Review

et al. 2022

View full text Add to dashboard Cite

Objective The psychiatric mental status examination is a fundamental aspect of the psychiatric clinical interview. However, despite its importance, little emphasis has been given to evidence-based instructional design. Therefore, this review summarizes the literature from an instructional design perspective with the aim of uncovering design strategies that have been used for teaching the psychiatric interview and mental status examination to health professionals. Methods The authors conducted a scoping review. Multiple databases, reference lists, and the gray literature were searched for relevant publications across educational levels and professions. A cognitive task analysis and an instructional design framework was used to summarize and chart the findings. Results A total of 61 articles from 17 countries in six disciplines and three educational levels were identified for data extraction and analysis. Most studies were from the USA, presented as educational case reports, and carried out in undergraduate education in the field of psychiatry. Few articles described the instructional rationale for their curriculum. None of the studies compared the effectiveness of different instructional design components. Reported learning activities for each task domain (knowledge, skills, and attitudes) and for each step of an instructional design process were charted. Most articles reported the use of introductory seminars or lectures in combination with digital learning material (videos and virtual patients in more recent publications) and role-play exercises. Conclusions Educators in psychiatry should consider all task domains of the psychiatric interview and mental status examination. Currently, there is a lack of empirical research on expertise acquisition and use of instructional design frameworks in this context.

show abstract

Clerkship students’ use of a video library for training the mental status examination

Cited by 6 publications

References 39 publications

Technology Complements Physical Examination and Facilitates Skills Development among Health Sciences Clerkship Students: <em>An Integrative Literature Review</em>

Technology Complements Physical Examination and Facilitates Skills Development among Health Sciences Clerkship Students: <em>An Integrative Literature Review</em>

Technology-delivered undergraduate medical education involving patients and carers: A rapid systematic review

Instructional Design Strategies for Teaching the Mental Status Examination and Psychiatric Interview: a Scoping Review

Contact Info

Product

Resources

About