Intensive bedside teaching of physical examination to medical undergraduates: evaluation including the effect of group size

Cooper, Denise; Beswick, W.; Whelan, Greg

doi:10.1111/j.1365-2923.1983.tb00964.x

Cited by 21 publications

(9 citation statements)

References 4 publications

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“…Our results are in agreement with previous data, although Rezmer et al only investigated students in relatively small groups of two, three or four students per tutor in a retrospective survey and post-simulation exam [14]. In contrast, Cooper et al focused on less practical and more theoretical skills like taking a patient’s history [27]. In their investigation, smaller groups seemed to perform better than larger groups [27].…”

Section: Discussionsupporting

confidence: 91%

“…In contrast, Cooper et al focused on less practical and more theoretical skills like taking a patient’s history [27]. In their investigation, smaller groups seemed to perform better than larger groups [27]. While our results are true for skills such as BLS, they may not be applicable for more complex skills as required for advanced life support resuscitations.…”

Section: Discussioncontrasting

confidence: 67%

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Basic life support is effectively taught in groups of three, five and eight medical students: a prospective, randomized study

et al. 2014

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BackgroundResuscitation is a life-saving measure usually instructed in simulation sessions. Small-group teaching is effective. However, feasible group sizes for resuscitation classes are unknown. We investigated the impact of different group sizes on the outcome of resuscitation training.MethodsMedical students (n = 74) were randomized to courses with three, five or eight participants per tutor. The course duration was adjusted according to the group size, so that there was a time slot of 6 minutes hands-on time for every student. All participants performed an objective structured clinical examination before and after training. The teaching sessions were videotaped and resuscitation quality was scored using a checklist while we measured the chest compression parameters with a manikin. In addition, we recorded hands-on-time, questions to the tutor and unrelated conversation.ResultsResults are displayed as median (IQR). Checklist pass rates and scores were comparable between the groups of three, five and eight students per tutor in the post-test (93%, 100% and 100%). Groups of eight students asked fewer questions (0.5 (0.0 – 1.0) vs. 3.0 (2.0 – 4.0), p < .001), had less hands-on time (2:16 min (1:15 – 4:55 min) vs. 4:07 min (2:54 – 5:52 min), p = .02), conducted more unrelated conversations (17.0 ± 5.1 and 2.9 ± 1.7, p < 0.001) and had lower self-assessments than groups of three students per tutor (7.0 (6.1 – 9.0) and 8.2 (7.2 – 9.0), p = .03).ConclusionsResuscitation checklist scores and pass rates after training were comparable in groups of three, five or eight medical students, although smaller groups had advantages in teaching interventions and hands-on time. Our results suggest that teaching BLS skills is effective in groups up to eight medical students, but smaller groups yielded more intense teaching conditions, which might be crucial for more complex skills or less advanced students.Electronic supplementary materialThe online version of this article (doi:10.1186/1472-6920-14-185) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 91%

Section: Discussioncontrasting

confidence: 67%

Basic life support is effectively taught in groups of three, five and eight medical students: a prospective, randomized study

et al. 2014

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“…Understandably, direct observation of clinical skills by supervising clinicians during an undergraduate clerkship provides an authentic patient-centred teaching environment and improves student history-taking and physical examination skills (Reichsman et al 1964;Cooper et al 1983). Direct observation of students by faculty and assessing senior clinicians during clerkships is also critical for accurate evaluation of clinical skills (Hasnain et al 2004;Holmboe 2004).…”

Section: Discussionmentioning

confidence: 99%

Clinical supervisor evaluations during general surgery clerkships

Wheeler

Hill

2011

Medical Teacher

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Background: Clerkship performance is commonly evaluated by consultant surgeons who seldom supervise medical students directly. In contrast, surgical residents and interns frequently supervise students and provide essential teaching but are not tasked with evaluating them. Aim: To prospectively investigate and compare the accuracy of general surgery clerkship performance evaluations by clinical supervisors of differing seniorities. Method: Between September 2008 and May 2010, clinical supervisors of varying seniorities independently evaluated 57 fourthyear medical students using a multi-dimensional performance evaluation tool. Total evaluation grades and subtotal grades for clinical ability were correlated to the results of a validated surgical objective structured clinical examination (OSCE). Results: In this study, 85 clinical supervisors provided 427 student performance evaluations. Total evaluation grades awarded by consultant surgeons had weak correlation to student OSCE results (r ¼ 0.27, p 5 0.05) and associated subtotal grades for clinical ability had no correlation. In comparison, the equivalent sets of grades awarded by residents and interns had moderate correlations to OSCE results (r ¼ 0.49 and r ¼ 0.54, p 5 0.01). Conclusions: Validity of clinical supervisor evaluations during general surgery clerkships vary according to assessor seniority. Including performance evaluation grades by surgical residents and interns may enhance the overall validity of this common clerkship evaluation tool and improve its summative and formative assessment value.

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“…10 We found two comparative studies on the effectiveness of bedside teaching in the teaching of skills, in terms of student scores on an objective structured clinical examination (OSCE). 11,12 These studies are summarized in Table 1. Bedside teaching was found to be effective in comparison with instruction and practice sessions or structured clinical teaching.…”

Section: Real Patients As An Educational Resourcementioning

confidence: 99%

Strengths and Weaknesses of Simulated and Real Patients in the Teaching of Skills to Medical Students: A Review

Bokken

Rethans

Scherpbier

et al. 2008

Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare

121

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The aim of this review was to identify the strengths and weaknesses of the roles of real and simulated patients in undergraduate medical education. The literature was reviewed in relation to four patient roles: real patients as educational "resource" (passive role), real patients as teachers (active role), and simulated patients as educational resource and teachers. Each of the four patient roles was found to have specific advantages and disadvantages from the perspectives of teachers, students, and patients. For example, advantages of real patients as educational resource were patient-centered learning and high patient satisfaction. Disadvantages were their limited availability and the variability in learning experiences among students. Despite the considerable amount of literature we found, many gaps in knowledge about patient roles in medical education remain and should be addressed by future studies.

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Intensive bedside teaching of physical examination to medical undergraduates: evaluation including the effect of group size

Cited by 21 publications

References 4 publications

Basic life support is effectively taught in groups of three, five and eight medical students: a prospective, randomized study

Basic life support is effectively taught in groups of three, five and eight medical students: a prospective, randomized study

Clinical supervisor evaluations during general surgery clerkships

Strengths and Weaknesses of Simulated and Real Patients in the Teaching of Skills to Medical Students: A Review

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