Do Clerkship Directors Think Medical Students Are Prepared for the Clerkship Years?

Windish, Donna M.; Paulman, Paul Mark; Goroll, Allan H.; Bass, Eric B.

doi:10.1097/00001888-200401000-00013

Cited by 70 publications

(53 citation statements)

References 8 publications

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“…Indeed, another medical school that included puECAs in their procedure concluded that selected students had better skills in terms of collaboration, communication, reflection, ethical decision making and professional behaviour during the first three years of medical school (Schripsema et al 2014). These competencies in particular were rated important for the clerkship years by clerkship directors (Windish et al 2004).…”

Section: Participation In Msecasmentioning

confidence: 99%

The relationship between extracurricular activities assessed during selection and during medical school and performance

Urlings‐Strop

Themmen

Stegers‐Jager

2016

Adv in Health Sci Educ

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Several medical schools include candidates' extracurricular activities in their selection procedure, with promising results regarding their predictive value for achievement during the clinical years of medical school. This study aims to reveal whether the better achievement in clinical training of students selected on the basis of their extracurricular activities could be explained by persistent participation in extracurricular activities during medical school (msECAs). Lottery-admitted and selected student admission groups were compared on their participation in three types of msECAs: (1) research master, (2) important board positions or (3) additional degree programme. Logistic regression was used to measure the effect of admission group on participation in any msECA, adjusted for pre-university GPA. Two-way ANCOVA was used to examine the inter-relationships between admission group, participation in msECAs and clerkship grade, with pre-university GPA as covariate. Significantly more selected students compared to lottery-admitted students participated in any msECA. Participation in msECAs was associated with a higher pre-university GPA for lottery-admitted students only, whereas participation in msECAs was associated with higher clerkship grades for selected students only. These results suggest that persistent participation in extracurricular activities of selected students favours better clinical achievement, supporting the inclusion of ECAs in the selection procedure. More insight in the rationale behind participation in extracurricular activities during medical school may explain differences found between lottery-admitted and selected students.

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Section: Participation In Msecasmentioning

confidence: 99%

The relationship between extracurricular activities assessed during selection and during medical school and performance

Urlings‐Strop

Themmen

Stegers‐Jager

2016

Adv in Health Sci Educ

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“…Una encuesta en Estados Unidos [13] mostró que los estudiantes no reciben una preparación apropiada antes de abordar las rotaciones clínicas formales y necesitan adquirir al menos niveles de comTabla III. Puntuaciones otorgadas por los profesores sobre la actuación de los estudiantes observadores (media ± desviación estándar a ).…”

Section: Curso De Transición Y Rotaciones Precocesunclassified

“…Con o sin curso de transición previo, las rotaciones clínicas precoces se han introducido en los nuevos currículos tanto en su forma llamada 'débil' (contactos ocasionales con pacientes) como de manera formal, con el objetivo de aliviar la ansiedad y mejorar el rendimiento de los estudiantes en las rotaciones formales programadas para el periodo clí-nico [2][3][4][5]13,14]. Diferentes estudios indican que los contactos clínicos precoces motivan y estimulan de diferentes maneras a los estudiantes al mostrarles por vez primera la relevancia práctica de la teoría que aprenden, propulsar su autoconfianza y ayudarles a iniciar el desarrollo de su identidad profesional y las habilidades de relación interpersonal [3,13,14].…”

Section: Administración De La Retroalimentaciónunclassified

“…Diferentes estudios indican que los contactos clínicos precoces motivan y estimulan de diferentes maneras a los estudiantes al mostrarles por vez primera la relevancia práctica de la teoría que aprenden, propulsar su autoconfianza y ayudarles a iniciar el desarrollo de su identidad profesional y las habilidades de relación interpersonal [3,13,14].…”

Section: Administración De La Retroalimentaciónunclassified

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Examen clínico objetivo y estructurado formativo tras inmersión clínica precoz empleando estudiantes de sexto curso como observadores y administradores de retroalimentación

et al. 2014

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Introducción. En este artículo se describen la logística y los resultados de un examen clínico objetivo y estructurado (ECOE) formativo pasado a estudiantes de tercero expuestos a un curso de transición del periodo básico al clínico y a rotaciones clínicas precoces, en el que utilizamos estudiantes de sexto curso como observadores y administradores de la retroalimentación. Materiales y métodos.Se analizan el rendimiento de los candidatos, la correlación de las puntuaciones otorgadas con listados de ítems y una escala global de la competencia usados por el paciente estandarizado y el estudiante observador, así como el grado de aceptación de la prueba por parte de todos los participantes.Resultados. Los estudiantes observadores se sintieron altamente satisfechos con su tarea de observación y administración de la retroalimentación. Los profesores valoraron con puntuaciones altas la tarea de los estudiantes observadores, y los alumnos candidatos otorgaron igualmente puntuaciones altas a la actuación de los estudiantes observadores, la calidad de la retroalimentación recibida y la logística del ECOE. El rendimiento global en el ECOE superó el 70,1%. Se observó una buena correlación entre las puntuaciones otorgadas por los dos observadores (enfermo y estudiante) con los dos instrumentos de medida (listados y escala global). Conclusiones.Los estudiantes del último curso del grado son capaces de usar de manera fiable los listados de ítems y una escala global de la competencia, y de proporcionar retroalimentación adecuada en un ECOE formativo. La exposición clíni-ca precoz al inicio del tercer curso en un currículo 3 + 3 motiva y prepara a los estudiantes para el aprendizaje posterior en las rotaciones del periodo clínico. Conflicto de intereses:No declarado. Competing interests:None declared. © 2014 FEMFormative objective structured clinical examination following early clerkships using sixth-year students as examiners and feed-back providers Introduction. We describe the logistic and results of a formative objective structured clinical examination (OSCE) designed with the double aim of providing feedback to third-year students given by senior students, and assessing clinical skills of the candidates who were exposed to a short transition course and early clerkships.

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“…Recent concerns as to whether medical students are prepared for key competences in their clerkship years [6] may question the validity of medical teaching and exams related to real life. Our model may be seen as a response to a new developing culture of assessment, putting more emphasis on testing clinical skills and performance in the workplace [7,8].…”

Section: External Validitymentioning

confidence: 99%

Examination of final-year medical students in general practice

Aaraas

Holtedahl

Anvik

et al. 2007

Scandinavian Journal of Primary Health Care

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With general practice recognized as one of three major subjects in the Tromsø medical school curriculum, a matching examination counterpart was needed. The aim was to develop and implement an examination in an authentic general practice setting for final-year medical students. In a general practice surgery, observed by two examiners and one fellow student, the student performs a consultation with a consenting patient who would otherwise have consulted his/her general practitioner (GP). An oral examination follows. It deals with the consultation process, the observed communication between ''doctor'' and patient, and with clinical problem-solving, taking today's patient as a starting point. The session is closed by discussion of a public-health-related question. Since 2004 the model has been evaluated through questionnaires to students, examiners, and patients, and through a series of review meetings among examiners and students. Examination in general practice using unselected, consenting patients mimics real life to a high degree. It constitutes one important element in a comprehensive assessment process. This is considered to be an acceptable and appropriate way of testing the students before graduation.

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Do Clerkship Directors Think Medical Students Are Prepared for the Clerkship Years?

Cited by 70 publications

References 8 publications

The relationship between extracurricular activities assessed during selection and during medical school and performance

The relationship between extracurricular activities assessed during selection and during medical school and performance

Examen clínico objetivo y estructurado formativo tras inmersión clínica precoz empleando estudiantes de sexto curso como observadores y administradores de retroalimentación

Examination of final-year medical students in general practice

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