Shedding light into the black box: A prospective longitudinal study identifying the CanMEDS roles of final year medical students’ on-ward activities

Bugaj, Till Johannes; Schmid, Carolin; Koechel, Ansgar; Stiepak, Jan; Groener, Jan B.; Herzog, Wolfgang; Nikendei, Christoph

doi:10.1080/0142159x.2017.1309377

Cited by 17 publications

(19 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Regarding the competence in physical examination, the students improved in procedural accuracy (IPPI) but, at the same time, failed to show any significant positive change in the number of correctly performed sub-steps (checklist) or in perceived competence (competent students in %). This might be explained by the fact that the students had the opportunity to practice this essential medical skill between t1 and t2 on the wards (on their own), but mainly did so without any professional supervision [ 8 ].…”

Section: Discussionmentioning

confidence: 99%

“…Recent research by Bugaj et al [ 8 ] suggests that FYMS’ assigned clinical tasks are mostly repetitive, of low-difficulty, and lack sufficient supervision. The study asked 34 FYMS to keep a detailed record of all their on-ward activities and to document the duration, mode of action, estimated relevance for later practice, as well as difficulty-level during their final-year Internal Medicine trimester.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Ready to run the wards? – A descriptive follow-up study assessing future doctors’ clinical skills

et al. 2018

Self Cite

View full text Add to dashboard Cite

BackgroundRecent studies have shown that clinical tasks only represent a small percentage in the scope of final-year medical students’ activities and often lack sufficient supervision. It appears that final-year medical students are frequently deployed to perform “routine tasks” and show deficits in the performance of more complex activities. This study aimed to evaluate final-year students’ clinical performance in multiple impromptu clinical scenarios using video-based assessment.MethodsWe assessed final-year medical students’ clinical performance in a prospective, descriptive, clinical follow-up study with 24 final-year medical students during their Internal Medicine rotation. Participating students were videotaped while practicing history taking, physical examination, IV cannulation, and case presentation at the beginning and end of their rotation. Clinical performance was rated by two independent, blinded video assessors using binary checklists, activity specific rating scales and a five-point global rating scale for clinical competence.ResultsStudents’ performance, assessed by the global rating scale for clinical competence, improved significantly during their rotation. However, their task performance was not rated as sufficient for independent practice in most cases. Analysis of average scores revealed that overall performance levels differed significantly, whereby average performance was better for less complex and more frequently performed activities.ConclusionsWe were able to show that students’ performance levels differ significantly depending on the frequency and complexity of activities. Hence, to ensure adequate job preparedness for clinical practice, students need sufficiently supervised and comprehensive on-ward medical training.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Ready to run the wards? – A descriptive follow-up study assessing future doctors’ clinical skills

et al. 2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…The final year can be done at university hospitals or at academic teaching hospitals in Germany or abroad. While the main aim of these rotations is to enable students to experience predominantly independent patient management under close clinical supervision (Schrauth et al 2009;Nikendei et al 2012), the students often report being in a passive role, limited to routine work that is of little educational value with insufficient independent patient management, feedback, or supervision (Schrauth et al 2009;Bugaj et al 2017).…”

Section: Methodsmentioning

confidence: 99%

“…graduates (Ochsmann et al 2011). Thus, there has been a call to explore how clinical rotations can be enhanced and to strengthen active student participation in patient care (Bleakley and Bligh 2008;Illing et al 2013;Bugaj et al 2017).…”

Section: Practice Pointsmentioning

confidence: 99%

“…However, while the usefulness of clinical rotations is not questioned, several studies have raised doubts as to whether SAP is realized sufficiently in contemporary medical education. Clinical clerkships in different European countries were found to provide passive experiences, insufficient supervision and poor team integration (Remmen et al 2000;Daelmans et al 2004;Schrauth et al 2009;Bugaj et al 2017). A study in the UK revealed that graduates especially felt deficits in areas based on experiential learning in clinical practice (Illing et al 2013); similar self-assessed deficits, e.g.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Students with an autonomous role in hospital care – patients perceptions

et al. 2018

View full text Add to dashboard Cite

show abstract

EPAs („entrustable professional activities“) in der Frauenheilkunde – Was sollten PJ-Studierende können?

Schänzler

Riedel

et al. 2022

Gynäkologie

View full text Add to dashboard Cite

ZusammenfassungAuch im Praktischen Jahr (PJ) müssen zukünftig verbesserte und praxisorientiertere Lehrkonzepte etabliert werden, um sich an die neuesten gesetzlichen Vorgaben der medizinischen Ausbildung anzupassen. Die neue ärztliche Approbationsordnung zielt dabei auf ein Absolventenprofil ab, das verstärkt auf dem Modell der kompetenzbasierten Lehre und der „entrustable professional activities“ (EPAs) basiert. Besonders in im Fachgebiet der Frauenheilkunde ist es von besonderer Bedeutung, früh wichtige Schlüsselfähigkeiten, auch im Sinne der Patientinnensicherheit, zu erlernen. Durch die Integration der EPAs ergeben sich sowohl für Studierende als auch für die Kliniken Vorteile: Studierende erlangen eine praxisnahe Ausbildung, die sie auf den Berufsalltag bestmöglich vorbereitet; Kliniken können wiederum eine bessere Patientenversorgung sicherstellen und ihr ärztliches Team mit gut ausgebildeten Berufseinsteigenden stärken. Um EPAs in das PJ integrieren zu können, müssen diese im ersten Schritt erstellt und inhaltlich definiert werden. International wurden bereits Frauenheilkunde-spezifische EPAs entwickelt; diese lassen sich allerdings nur bedingt in Deutschland anwenden. Hier sind größere Modifikationen notwendig. Um eine erfolgreiche Integration von EPAs in den Klinikalltag zu gewährleisten, müssen innerhalb der Kliniken vermehrt Ressourcen für die Betreuung und Anleitung der Studierenden mobilisiert werden. Dies soll zukünftig die Kompetenz junger Ärzte in den Berufsalltag in der Gynäkologie und Geburtshilfe stärken und sowohl Verantwortungsbewusstsein als auch die klinisch-praktischen Kompetenzen stärken.

show abstract

Shedding light into the black box: A prospective longitudinal study identifying the CanMEDS roles of final year medical students’ on-ward activities

Abstract: The results call for increased efforts in creating more authentic learning experiences for FY medical students shifting towards more complex, supervised tasks, and improved team integration.

Cited by 17 publications

References 30 publications

Ready to run the wards? – A descriptive follow-up study assessing future doctors’ clinical skills

Ready to run the wards? – A descriptive follow-up study assessing future doctors’ clinical skills

Students with an autonomous role in hospital care – patients perceptions

EPAs („entrustable professional activities“) in der Frauenheilkunde – Was sollten PJ-Studierende können?

Contact Info

Product

Resources

About