Influence of clerkship experiences on clinical competence

Wimmers, Paul F.; Schmidt, Henk G.; Splinter, Ted A.W.

doi:10.1111/j.1365-2929.2006.02447.x

Cited by 122 publications

(103 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar studies in hospital-based attachments (Wimmers et al 2006) also show that instructional effectiveness depends on a combination of patient mix and supervision (Dolmans et al 2002a, b). This association is confirmed by other studies reporting a positive correlation between students' overall satisfaction on the one hand and supervision, feedback and instructional quality on the other hand (Remmen et al 2000).…”

Section: Discussionmentioning

confidence: 83%

Workplace learning in general practice: Supervision, patient mix and independence emerge from the black box once again

et al. 2010

View full text Add to dashboard Cite

Background: Medical students increasingly participate in rotations in primary care settings, such as general practices. Although general practices can differ markedly from hospital settings, research on the instructional quality of general practice rotations is relatively scarce. Aim: We conducted a study to identify which aspects make a significant contribution to the instructional quality of general practice clerkships, as perceived by students. Method: After completing their general practice attachment, 155 fifth-year medical students filled out an evaluation questionnaire. Exploratory factor analysis and reliability analysis identified clusters of correlated independent variables. Subsequent regression analysis revealed the relations between the reduced set of independent variables and the dependent variable 'Instructional quality'. Results: Both the quality of supervision and the size and diversity of the patient mix substantially affected students' experienced instructional quality. Opportunities and facilities to perform independently were correlated with instructional quality, but did not affect the instructiveness directly. Conclusions: Supervision, patient mix and independence are crucial factors for learning in general practice. This is consistent with findings in hospital settings. The perceived quality of instruction hinges on supervision, which is not only the variable most strongly related to instructional quality, but which also affects both the patient mix and students' independence.

show abstract

Section: Discussionmentioning

confidence: 83%

Workplace learning in general practice: Supervision, patient mix and independence emerge from the black box once again

et al. 2010

View full text Add to dashboard Cite

show abstract

“…Second, it shifts emphasis from the quality of the placement experiences, supervision and clinical performance assessment, to quantity and the completion of required, but sometimes arbitrary number of, possibly low quality, hours. Wimmers, Schmidt and Splinter (2006) studied the professional performance of medical students across 14 hospital placement sites and concluded that the volume of experience was found to be less important for students' clinical competence development in comparison with repetition of experiences and quality of supervision provided during placement experiences. Holmes, Bossers, Polatajko, Drynan, Gallagher, O'Sullivan and Denney (2010) studied the competency development in Canadian OT students who undertook placements during their studies to determine if the evidence supports the 1000 hours of placement prescribed by WFOT.…”

Section: Prescriptivenessmentioning

confidence: 99%

Accreditation requirements in allied health education: Strengths, weaknesses and missed opportunities

McAllister

Nagarajan

2015

JTLGE

View full text Add to dashboard Cite

This paper reviews the accreditation requirements for six Allied Health (AH) degree programs in Australia to understand the range of accreditation requirements and approaches, with a particular focus on requirements around clinical education in AH education. Strengths of current approaches and further requirements are identified. Of particular interest are those areas where accreditation could better support educational goals and processes, including the preparation of work ready graduates and the encouragement of the use of currently underutilized opportunities for preparing the AH workforce for future healthcare needs. The findings suggest that the accreditation criteria perform well for the development of students' conceptual and procedural knowledge. However, there are several opportunities for improvement where accreditation could better support preparation of graduates to meet current and future needs of healthcare. These opportunities include increased emphasis on biopsychosocial perspectives of health as healthcare models shift from hospital to community-based settings, increased emphasis on development of interprofessional skills, encouragement of diverse supervision models, explicitness about intentions and interpretations of accreditation requirements, and increased employer representation on accreditation panels. Constraints on universities' uses of new educational approaches imposed by or arising from non-explicit accreditation requirements are outlined. Arising from this analysis, a summary of considerations for AH accreditation bodies is provided.

show abstract

“…There are other factors that determine both acquisition and development of clinical competence including: curricular model and sequencing, clinical teaching and assessment and skill/procedure related factors (AAMC, 2008). Others are deliberate practice, quality of clinical supervision and feedback (Griffith et al, 1997;Ericsson, 2006;Wimmers, Schmidt, & Splinter, 2006;Duvivier et al, 2011). Discussion of these factors is beyond the scope of this article.…”

Section: Introductionmentioning

confidence: 99%

Medical Students’ Knowledge of Clinical Practical Procedures: Relationship with Clinical Competence

Katowa-Mukwato¹,

Banda²

2014

View full text Add to dashboard Cite

Clinical competence is an attribute expected of every practicing doctor while proficiency in procedural skills is a requirement by certifying bodies. To attain competency in the performance of procedural/psychomotor skills, possession of conceptual knowledge has been documented as a fundamental pre-requisite in reference to medical education literature. At the University Of Zambia School Of Medicine, the matter of cognitive knowledge in relation to competence in clinical practical skills for undergraduate medical students was investigated in a project which was conducted in 2013. Fifty-six (56) students from a class of 60 (93% response rate) of the final year medical students' class of 2012/2013 completed a Multiple Choice Question (MCQ) knowledge test which was administered to ascertain the level of knowledge on 14 selected clinical practical procedures. Knowledge levels of clinical practical procedures of the final year medical students were found to be inadequate represented by a 39% pass rate with students' scores lower than the Angoff determined pass mark on most items. Expectedly, students were more knowledgeable in those procedures where they were formally taught and those where there was a high likelihood of being assessed. The correlation between knowledge and self-perceived competence was positive Spearman rho of 0.360, while a negative correlation was recorded between knowledge and manifest competence (objectively measured competence) Pearson r −.116. The positive correlation between knowledge and self-perception of competence is an indication of the role of knowledge in improving self-concept about a skill, which may consequently lead to improved performance.

show abstract

Influence of clerkship experiences on clinical competence

Abstract: Monitoring the effectiveness of clerkship by merely asking students to keep a tally of the problems and diseases they encounter, without paying attention to the quality of supervision, does not contribute towards improving student learning.

Cited by 122 publications

References 22 publications

Workplace learning in general practice: Supervision, patient mix and independence emerge from the black box once again

Workplace learning in general practice: Supervision, patient mix and independence emerge from the black box once again

Accreditation requirements in allied health education: Strengths, weaknesses and missed opportunities

Medical Students’ Knowledge of Clinical Practical Procedures: Relationship with Clinical Competence

Contact Info

Product

Resources

About