Predictors of Educational Outcome: Factors Impacting Performance on a Standardized Clinical Evaluation

Nackman, Gary B.; Sutyak, John P.; Lowry, Stephen F.; Rettie, Candice S.

doi:10.1006/jsre.2002.6477

Cited by 8 publications

(8 citation statements)

References 6 publications

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“…CBL is used to impart knowledge in various fields in health care and various fields of medicine. The findings in this review showed that articles demonstrated the use of CBL in medicine, 2 , 4 – 7 , 9 , 10 , 12 – 14 , 18 – 21 , 24 – 26 , 30 , 33 , 34 , 36 , 37 , 39 – 44 , 46 , 48 – 62 , 64 – 67 dentistry, 8 , 15 , 16 , 22 , 23 , 28 pharmacology, 11 , 27 , 29 , 35 , 45 , 63 occupational and physical therapy, 31 ...…”

Section: Discussion and Reviewmentioning

confidence: 79%

Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

McLean

2016

Journal of Medical Education and Curricular Development

445

342

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IntroductionCase-based learning (CBL) is a newer modality of teaching healthcare. In order to evaluate how CBL is currently used, a literature search and review was completed.MethodsA literature search was completed using an OVID© database using PubMed as the data source, 1946-8/1/2015. Key words used were “Case-based learning” and “medical education”, and 360 articles were retrieved. Of these, 70 articles were selected to review for location, human health care related fields of study, number of students, topics, delivery methods, and student level.ResultsAll major continents had studies on CBL. Education levels were 64% undergraduate and 34% graduate. Medicine was the most frequently represented field, with articles on nursing, occupational therapy, allied health, child development and dentistry. Mean number of students per study was 214 (7–3105). The top 3 most common methods of delivery were live presentation in 49%, followed by computer or web-based in 20% followed by mixed modalities in 19%. The top 3 outcome evaluations were: survey of participants, knowledge test, and test plus survey, with practice outcomes less frequent. Selected studies were reviewed in greater detail, highlighting advantages and disadvantages of CBL, comparisons to Problem-based learning, variety of fields in healthcare, variety in student experience, curriculum implementation, and finally impact on patient care.ConclusionsCBL is a teaching tool used in a variety of medical fields using human cases to impart relevance and aid in connecting theory to practice. The impact of CBL can reach from simple knowledge gains to changing patient care outcomes.

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Section: Discussion and Reviewmentioning

confidence: 79%

Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

McLean

2016

Journal of Medical Education and Curricular Development

445

342

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“…4 A study of fourth year students in a surgical clerkship which already had case based learning, showed that by adding a self-study CD-ROM module particularly focused on the radiological studies associated with surgery, the medical students scored higher on their summative clinical skills examination related to radiology in surgery. 10 In the CRQ intervention for medical students, self-study was an important part of the program. Without prior self-study, the student would not pick up as much from the review sessions.…”

Section: Discussionmentioning

confidence: 99%

Case Based Review Questions, Review Sessions, and Call Schedule Type Enhance Knowledge Gains in a Surgical Clerkship

McLean

Horn

Tyroch

2013

Journal of Surgical Education

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“…Previous reports have shown that repetitive testing enhances knowledge retention [12,15]. This is extremely crucial in medical education, where the aim is to ensure the attainment of clinical skills for safe practice by the medical graduates.…”

Section: Plos Onementioning

confidence: 99%

Factors predicting students’ performance in the final pediatrics OSCE

Rushood

Al‐Eisa

2020

PLoS ONE

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Background Objective Structured Clinical Examinations (OSCEs) have been used to assess the clinical competence of medical students for decades. Limited data are available on the factors that predict students' performance on the OSCEs. The aim of our study was to evaluate the factors predicting performance on the pediatrics final OSCE, including the timing of students' clerkship and their performance on the in-training OSCE and written examinations. Methods Grades in pediatrics for 3 consecutive academic years (2013-2016) were included. The average scores of the in-training OSCEs, written and final OSCEs and written exams were compared among the three years using the analysis of variance (ANOVA) test. The correlations between performance on the final OSCEs and the in-training OSCEs, in-training written exams and final written exams were studied using Spearman's Rho correlation test. The effect of the timing of the clerkship on the final OSCE performance was evaluated. Results A total of 286 students' records were included. There were 115 male students and 171 female students (M:F 1:1.5). There were strong positive correlations between students' performance on the in-training examinations (OSCE and written) and the final OSCE (correlation coefficients of 0.508 and 0.473, respectively). The final written exam scores were positively correlated with the final OSCEs (r = 0.448). There was no significant effect of the timing of the clerkship. Conclusions Students' performance on in-training examinations might predict their final OSCE scores. Thus, it is important to provide students with the necessary intervention at an early stage to reduce failure rates. The final OSCE performance does not seem to be affected by the timing of the clerkship.

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Predictors of Educational Outcome: Factors Impacting Performance on a Standardized Clinical Evaluation

Cited by 8 publications

References 6 publications

Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature

Case Based Review Questions, Review Sessions, and Call Schedule Type Enhance Knowledge Gains in a Surgical Clerkship

Factors predicting students’ performance in the final pediatrics OSCE

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