Medical Student Perceptions on the Instruction of the Emergency Medicine Oral Case Presentation

Duong, David; Oyama, Leslie C.; Smith, Jo; Narang, Aneesh T.; Spector, Jordan

doi:10.1016/j.jemermed.2014.09.035

Cited by 3 publications

(13 citation statements)

References 26 publications

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“…Anxiety is a negative emotion and illustrates how emotions can play a role in the preferences of students regarding assessments. A study by Duong et al (2015) found that an overemphasis on the marking criteria was detrimental to this assessment type for learning. Oral presentations, however, have been shown to play an important role in developing clinical reasoning and decision-making skills (Melvin & Cavalcanti, 2016).…”

Section: Assessmentsmentioning

confidence: 99%

“…Student desire for personal verbal feedback processes is reflected in earlier research, which found that students had a high preference for one assessor who observed them over a long period, thus being able to accurately attest to their development. The preference for verbal feedback is understandable given the busy and often chaotic work environment, where the demands of patient care can clash with formal feedback delivery methods (Duong et al, 2015). Radiography education in practice follows a more flexible system than the preceptorship model used in nursing or physiotherapy, which means that students have the opportunity to avoid or seek out feedback from certain radiographers.…”

Section: Feedbackmentioning

confidence: 99%

“…This necessitates that students and academic staff become responsible partners in learning and assessment, where mutual dialogue and interaction optimise the curriculum and learning (Boud & Associates, 2010;Falchikov & Boud, 2007;Herrmann et al, 2015). Studies have shown that many student cohorts express dissatisfaction with current assessment and feedback systems (Duong, Oyama, Smith, Narang, & Spector, 2015;Hall, Hanna, Quinn, 2012). The National Student Survey (NSS), conducted across Australia and the UK, has found that students give low satisfaction ratings for assessments and feedback in their degree programs (HEFCE, 2010;Radloff, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Radiography Student Preferences Regarding Assessments and Feedback

Williams

Hodgson

2018

FoHPE

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Introduction: Assessment and feedback are important aspects of higher education. In allied health degrees, including radiography, the successful completion of assessments demonstrates that a graduate meets accreditation standards for clinical practice. Feedback within a degree program provides critical information to students on their attainment of these skills. Using a framework of discourse, emotion and identity, this study investigated the preferences of radiography students regarding the assessments and feedback they experienced during their degree program at an Australian university. Method:A survey was administered to all radiography students. Students were asked to rank the assessment tasks and feedback they experienced during their degree program according to what they liked most and learned the most from. Final-year students were asked an additional question about their perceived readiness to meet professional standards. Results:The survey was completed by 129/264 (48.9%) students. The assessment most liked by students was computer-based image analysis (mean 4.99/6.00) while practical assessment was ranked as the assessment that they learned the most from (mean 4.12/6.00). These types of assessments are strongly related to professional identity. Feedback preferences differed depending on the setting-detailed written comments were most preferred on campus (mean 4.88/6.00) while individual verbal feedback was most preferred in the clinical context (mean 4.54/6.00). Discourse is an important aspect of these types of feedback. Final-year students gave positive ratings of their preparedness to meet professional standards. Conclusion:Our findings provide a greater understanding of radiography student preferences in assessment and feedback, which can guide future curriculum design. Students valued and preferred assessments that related to professional identity and real-

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Section: Assessmentsmentioning

confidence: 99%

Section: Feedbackmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Radiography Student Preferences Regarding Assessments and Feedback

Williams

Hodgson

2018

FoHPE

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“…A recent survey revealed that 86% of medical students thought the EM-OCP was unique compared to that of other specialties and 78% felt that more training was required beyond the current level of instruction. 11 Undergraduate medical curricula designed to improve OCP skills have utilized many modalities such as online learning, 6,12 didactic and small-group sessions, 1,5,13,14 video demonstrations and interpretation, 5,12,14 individualized coaching sessions, 12,14 selfand peer assessment, 5 and detailed guidelines with pocket cards. 1,13,15 Previous studies have evaluated the impact of an OCP curriculum on student performance by comparing end-of-rotation OCP assessment scores to previous cohorts' scores; 1 by examining a combination of daily encounter cards, self-assessments, and written examination scores; 13 or, most commonly, by implementing OCP assessment checklists.…”

mentioning

confidence: 99%

“…The EM‐OCP dictates whether emergent or urgent action is needed, assesses for life‐threatening conditions, and determines the allotment of finite resources in a busy department. Accordingly, the EM‐OCP requires a different order, focus, and definition of relevant information 11 than OCP in other specialties. A recent survey revealed that 86% of medical students thought the EM‐OCP was unique compared to that of other specialties and 78% felt that more training was required beyond the current level of instruction 11 …”

mentioning

confidence: 99%

Emergency Medicine Oral Case Presentations: Evaluation of a Novel Curriculum

Wawrykow

McColl

Velji

et al. 2019

AEM Education and Training

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Objectives: Oral case presentation (OCP) is recognized as a central educational and patient care activity, yet has not been well studied in the emergency medicine (EM) setting. The purpose of this study was to evaluate the effect of a novel curriculum on medical students' EM-OCP skills. Methods: An EM-OCP assessment tool and novel blended curriculum were developed based on results from a Canadian survey of emergency physicians and focus groups with key stakeholders. We conducted a randomized controlled trial of 96 clerkship students between 2017 and 2018. Students were randomly assigned into an intervention group where they completed a novel EM-OCP curriculum or a control group without the curriculum. A pretest baseline assessment of students' OCP skills was performed using a standardized patient case at the beginning of their EM rotation. Similarly, all students completed a posttest assessment with a different standardized patient case at the end of their 6-week EM rotation. Audio recordings of pre-and posttests were assessed using the EM-OCP assessment tool by two blinded assessors. Results: Using the Kruskal-Wallis test, all students demonstrated improvement in EM-OCP skills between their pretest and posttest; however, those who received the curriculum (intervention group) showed significantly greater improvement in "synthesis of information," "management," and "overall entrustment decision" scores. Conclusions: Implementation of a novel EM-OCP curriculum resulted in improved clinical reasoning and higher entrustment scores. This curriculum could improve OCP performance not only in EM settings but also across specialties where medical students and residents manage critically ill patients.

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