Deliberate practice model effectively directs student learning in the critical care rotation: The impact of assessment on medical student learning

Abstract

Introduction: Australian Residents (Junior Doctors) identified their clinical experience for acute clinical episodes as insufficient. Absence of clinical assessments during their critical care experience, within their medical degree, was thought to be a reason. The 'deliberate practice' model was used to explore medical student learning, during the Critical Care Medicine Rotation (CCMR) at Sydney Medical School, Nepean. Method: The interpretative-constructive theoretical study utilized theory, practical (simulation/clinical) standardized assessments and focus groups. Focus group questions directed student exploration of their learning during the rotation, and use of an assessment of basic airway management skills. The mixed method study design was conducted over 18 months (Jan 2014-May 2015), 96% (46) of possible cohort (27 male,19 female) enrolled during their clinical years. The 'Biggs' Model of 'knowledge' was used to understand student declarative, procedural and conditional knowledge. Results: Analysis of pre/post declarative knowledge n=37(80%) demonstrated a significant p value < 0.00001. From within the total cohort, n=12(26%) students were assessed for both procedural and conditional knowledge. This change was not significant at p ≤ 0.05. In this complex clinical environment, knowledge did not automatically translate directly into practical skill attainment. Students (focus groups n=36(78%))identified the model of 'deliberate practice' effective, indicated a desire for more simulations and clinical experience, clear faculty direction for required learning activities and valued peer support. Discussion: Application of 'deliberate practice' model in the CCMR was effective. The pre-and-post assessments provided students the knowledge their own skill level and was effective in encouraging individual skill development.