Evaluation of students’ physical examination skills during their surgery clerkship

York, Nancy L.; Niehaus, Amy H.; Markwell, Stephen; Folse, J. Roland

doi:10.1016/s0002-9610(99)00005-7

Cited by 28 publications

(16 citation statements)

References 9 publications

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“…In addition, no information was collected on previous experience in the form of further clinical traineeships. However, it cannot be assumed that the clinical traineeship is the only factor responsible for the improvement in examination skills [14], [33], [43]. Details about the hospitals in which the students in the control group completed their clinical traineeships were also not evaluated.…”

Section: Discussionmentioning

confidence: 99%

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FAMULATUR PLUS – A successful model for improving students' physical examination skills?

Jerg

Öchsner

Traue

et al. 2017

GMS Journal for Medical Education; 34(2):Doc20

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Section: Discussionmentioning

confidence: 99%

“…Certainly, they are multifaceted and include organizational reasons such as shortened patient hospital stays or time and cost pressure in hospitals [7], [14], [16], [27], [36]. Physicians' faith in technology and a lack of supervision of medical students during physical examinations also favor undesirable developments [4], [43]. …”

Section: Introductionmentioning

confidence: 99%

FAMULATUR PLUS – A successful model for improving students' physical examination skills?

Jerg

Öchsner

Traue

et al. 2017

GMS Journal for Medical Education; 34(2):Doc20

View full text Add to dashboard Cite

“…Furthermore, and relatedly, teaching staff are unfamiliar with remediation methodologies. In fact, faculty rarely examine clinical skills or provide feedback to students during clerkships, lack confidence in their abilities to identify incompetent students, and feel reluctant to fail them [6,7,8,9].…”

Section: Introductionmentioning

confidence: 99%

How to Increase the Clinical Performance of Medical Students

Huh

2013

Korean J Med Educ

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Purpose: Medical schools endeavor to ensure that students are competent with regard to clinical skills. Skills remediation is implemented in cases of poor clinical performance examination (CPX) grades, although little is known about the effectiveness of such techniques. In this study, we examined the effectiveness of a remediation program that was designed to improve the clinical performance of medical students. Methods: A 6-week remediation program, administered jointly by Seoul National University College of Medicine's Departments of Internal Medicine (IM) and Family Medicine (FM), was initiated. The program was divided into 2 parts: 3 weeks each of IM classes that were run by specialists in various fields and FM classes that were conducted by a chief resident. Twenty-three students were required to undergo remediation after posting poor scores on 2 sessions of a CPX. On completion of the remediation program, the students' clinical performance was re-evaluated, and the changes in clinical performance scores were analyzed. Results: After the remediation program, the students' total scores and scores on history taking, physical examination, physician's manner, and physician-patient interaction improved significantly. However, patient education did not improve. Most students found the remediation program to be instructive and helpful in preparation for the CPX. They were more satisfied with the chief resident's serial tutoring than with specialists' tutoring sessions. Conclusion:The remediation program improves clinical performance. Continued development and implementation of this program will help failing students be competent physicians.

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“…LaCombe (1997, pp. 217-220) observed in 1997 that bedside teaching during rounds had plummeted from 75% in the 1960s to 16%, which led to significant deficiencies in clinical skills among students and practicing physicians (Paauw et al 1995;Holmboe et al 2004;Mangione and Nieman 1997;York et al 1999). It appears that in our enthusiasm for translational research and bringing ''the bench to the bedside,'' we have lost sight of the bedside, and the traditional, daily performance of the physical examination on clinical rounds has become the exception.…”

Section: Introductionmentioning

confidence: 99%

Development, impact, and measurement of enhanced physical diagnosis skills

Smith

Burton

Mackay

2008

Adv in Health Sci Educ

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Evidence suggests that the quality and frequency of bedside clinical examination have declined. We undertook the study to (1) determine whether intensive instruction in physical examination enhances medical student skills and (2) develop a tool to evaluate those skills using a modified observed structured clinical examination (OSCE). This was a randomized, blinded, prospective, year-long study involving 3rd year students at the Albert Einstein College of Medicine. Students were randomized to receive intensive instruction in physical examination [study group (n = 46)] or usual instruction [control group (n = 75)] and evaluated by a modified OSCE. The OSCE consisted of 6 real patient stations: Head, ears, eyes, neck, throat; pulmonary; cardiovascular; gastrointestinal; neurology; musculoskeletal; and 2 computer imaging stations: genitourinary and dermatology. A faculty member present at each patient station evaluated student performance. Data were analyzed using t-tests for comparison of the mean scores between the two groups for each station and for average scores across stations. A total of 121 students were tested. The study group performed significantly better than the control group in the gastrointestinal station (p = 0.0004), the combined average score across the six real patient stations (p = 0.0001), and the combined average score across all eight stations (p = 0.0014). Intensive physical diagnosis instruction enhances physical examination skills of 3rd year medical students. The modified OSCE is a useful tool to evaluate these skills.

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Evaluation of students’ physical examination skills during their surgery clerkship

Cited by 28 publications

References 9 publications

FAMULATUR PLUS – A successful model for improving students' physical examination skills?

FAMULATUR PLUS – A successful model for improving students' physical examination skills?

How to Increase the Clinical Performance of Medical Students

Development, impact, and measurement of enhanced physical diagnosis skills

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