Physical Examination Education in Graduate Medical Education—A Systematic Review of the Literature

Mookherjee, Somnath; Pheatt, Lara Elaine; Ranji, Sumant R; Chou, Calvin L.

doi:10.1007/s11606-013-2380-x

Cited by 37 publications

(36 citation statements)

References 67 publications

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“…9 More recently, systematic reviews of medical education in topic areas unrelated to palliative care that utilized MERSQI have reported mean scores ranging from 9.0 to 11.4. [59][60][61][62][63][64][65][66] Overall, this suggests that palliative care education studies are of similar methodological quality to other medical education studies.…”

Section: Study Qualitymentioning

confidence: 98%

Curricular Innovations for Medical Students in Palliative and End-of-Life Care: A Systematic Review and Assessment of Study Quality

DeCoste-Lopez

Madhok²,

Harman³

2015

Journal of Palliative Medicine

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Recent innovations in palliative care education for medical students represent varied settings, learner levels, instructors, educational modalities, and palliative care topics. Future curricula should continue to incorporate interdisciplinary faculty. Studies could be improved by integrating longitudinal curricula and longer-term outcomes; collaborating across institutions; using validated measures; and assessing higher-level outcomes including skills, behaviors, and impact on patient care.

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Section: Study Qualitymentioning

confidence: 98%

Curricular Innovations for Medical Students in Palliative and End-of-Life Care: A Systematic Review and Assessment of Study Quality

DeCoste-Lopez

Madhok²,

Harman³

2015

Journal of Palliative Medicine

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“…For studies for which we did not have raw data, we obtained interrater reliability estimates from published reports. 8,14 We used thresholds proposed by Landis and Koch 15 to classify interrater reliability (0.21-0.4 = fair, 0.41-0.6 = moderate, 0.61-0.8 = substantial, and 0.81-1 = almost perfect).…”

Section: Interrater Reliability Of Each Instrumentmentioning

confidence: 99%

“…Table 2 shows the interrater reliability for both instruments as applied to original research studies in seven topic areas (e.g., Internet-based instruction, virtual patients, simulation-based education, general internal medicine). [8][9][10]14,[17][18][19][20][21][22][23] Reliability was "substantial" or better (ICC > 0.60) for nearly all items, and "almost perfect" (ICC > 0.80) for many. For the few instances of low interrater reliability, raw agreement was usually good; we return to this point in the Discussion.…”

Section: Selection Of Comparison Groupmentioning

confidence: 99%

Appraising the Quality of Medical Education Research Methods

2015

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“…If direct observation, feedback and deliberate practice are central to the acquisition of competence, 15 this study supports others that suggest that demonstration of physical examination by trainers and observation of trainees could be greatly improved in the workplace. 16 The current emphasis in the UK on simulation in training is welcome, but must be matched by initiatives that promote bedside teaching.…”

Section: (Continued)mentioning

confidence: 99%

The value of the physical examination in clinical practice: an international survey

Elder¹,

McManus

Patrick

et al. 2017

Clinical Medicine

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A structured online survey was used to establish the views of 2,684 practising clinicians of all ages in multiple countries about the value of the physical examination in the contemporary practice of internal medicine. 70% felt that physical examination was 'almost always valuable' in acute general medical referrals. 66% of trainees felt that they were never observed by a consultant when undertaking physical examination and 31% that consultants never demonstrated their use of the physical examination to them. Auscultation for pulmonary wheezes and crackles were the two signs most likely to be rated as frequently used and useful, with the character of the jugular venous waveform most likely to be rated as infrequently used and not useful. Physicians in contemporary hospital general medical practice continue to value the contribution of the physical examination to assessment of outpatients and inpatients, but, in the opinion of trainees, teaching and demonstration could be improved. KEYWORDS :Bedside medicine , medical education , physical examination , physical signs IntroductionOver the past 30 years, increasing use of technology has cast doubt on the value of physical examination in contemporary patient care. 1,2The perception that physical examination has limited value has developed despite the substantial literature demonstrating that many of its components possess diagnostic utility, 3,4 that it still contributes to diagnosis, 5 and that poorly performed or completely omitted physical examination contributes to clinical errors.6 It is also argued, perhaps most importantly, that ABSTRACTThe value of the physical examination in clinical practice: an international survey the act of physically examining a patient sits at the very heart of the clinical encounter and is vital in establishing a healthy therapeutic relationship with patients. 7 Critics of the physical examination cite its variable reproducibility and the utility of more sensitive bedside tools, such as point of care ultrasound, in place of traditional methods. 2,8

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Physical Examination Education in Graduate Medical Education—A Systematic Review of the Literature

Cited by 37 publications

References 67 publications

Curricular Innovations for Medical Students in Palliative and End-of-Life Care: A Systematic Review and Assessment of Study Quality

Curricular Innovations for Medical Students in Palliative and End-of-Life Care: A Systematic Review and Assessment of Study Quality

Appraising the Quality of Medical Education Research Methods

The value of the physical examination in clinical practice: an international survey

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