Clinical undergraduate examination – voluntary patients’ perspective

Gandhi, Anil; Leung, Gilberto Ka Kit; Patil, Nilesh G.; Wong, John K.

doi:10.3109/01421590903398224

Cited by 4 publications

(3 citation statements)

References 4 publications

(5 reference statements)

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“…Almost 74% had the feeling of having rendered a positive contribution to medical education. Nearly half of them liked to know how often the examination was performed in one session, and more than half of those patients liked to know whether other persons would also assist (for example peer students or tutors) [ 88 ]. Abe et al surveyed standardized patients from Japan.…”

Section: Resultsmentioning

confidence: 99%

“…The main reason patients participated in PE seems to be willingness to help (see category patients’ and standardized patients’ views). Patients and standardized patients should be adequately informed about the PE, its duration, the numbers of participants, and any assistants [ 88 ]. The learning success seems not to depend on the professional background of the PE teacher [ 76 ].…”

Section: Discussionmentioning

confidence: 99%

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Physical examination in undergraduate medical education in the field of general practice – a scoping review

Moßhammer¹,

Graf²,

Joos³

et al. 2017

BMC Med Educ

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Background: Physical examination (PE) is an essential clinical skill and a central part of a physician's daily activity. Teaching of PE has been integrated into medical school by many clinical disciplines with respective specific examination procedures. For instance, PE teaching in general practice may include a full-body examination approach. Studies show that PE-skills of medical students often need enhancement. The aim of this article was to scope the literature regarding the teaching and research of PE within general practice during undergraduate medical education. We evaluated a wide breadth of literature relating to the content, study design, country of research institution and year of publication. Methods: Literature search in Medline along the PRISMA-P protocol was performed by search syntax ("physical examination" AND "medical education" AND "undergraduate" AND general practice) considering Medline MeSH (Medical Subject Heading)-Terms and Medline search term tree structure. Independent title, abstract and full-text screening with defined inclusion and exclusion criteria was performed. Full texts were analyzed by publication year, country of origin, study design and content (by categorizing articles along their main topic according to qualitative content analysis of Mayring).

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Physical examination in undergraduate medical education in the field of general practice – a scoping review

Moßhammer¹,

Graf²,

Joos³

et al. 2017

BMC Med Educ

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“…The majority of patients in general practice are happy to undergo examinations of the head and neck solely for the purposes of medical education. [23][24][25][26] There are specific advantages of general practitioners teaching ENT, namely the time and space available in general practice to create an environment conducive to learning, specific qualities of general practitioners that make them good teachers and the ability of general practitioners to teach ENT from the perspective of what is available in primary care. However, not all general practitioners feel confident to teach ENT; therefore, ENT teaching in the community could be delivered through a 'hub and spoke model' whereby multiple practices collaborate and teach ENT in a single practice.…”

Section: Ent Teaching In General Practicementioning

confidence: 99%

The provision of ENT teaching in the undergraduate medical curriculum: a review and recommendations

2021

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Objective The existing provision of ENT teaching in the undergraduate curriculum is deemed inadequate by medical students, general practitioners and ENT surgeons alike. This study aims to explore the perceptions of a variety of stakeholders on how undergraduate ENT provision can be optimised. Methods This study involved semi-structured interviews with seven participants (two medical students, two general practitioners, two ENT surgeons and a curriculum developer). Inductive thematic analysis was used to identify key themes that emerged from the interviews. Results The four emergent themes were evaluation of current ENT provision, barriers to learning and teaching, alternate means of delivery of ENT education, and professional identity development. A number of barriers to learning and teaching in the clinical environment were identified including student-related, teacher-related and environmental factors. Conclusion The existing ENT provision should be re-considered to help students achieve a basic level of competence in managing common ENT conditions. This can be achieved by ENT teaching in additional contexts including general practice, e-learning and simulation workshops.

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Patient recruitment and experiences in postgraduate surgical examinations

2019

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Clinical undergraduate examination – voluntary patients’ perspective

Abstract: Printed information given during recruitment, and briefing sessions conducted immediately prior to the examination are recommended to improve patients' satisfaction.

Cited by 4 publications

References 4 publications

Physical examination in undergraduate medical education in the field of general practice – a scoping review

Physical examination in undergraduate medical education in the field of general practice – a scoping review

The provision of ENT teaching in the undergraduate medical curriculum: a review and recommendations

Patient recruitment and experiences in postgraduate surgical examinations

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