Teaching Clinical Performance Examination Using Action Learning Techniques

Abstract

The goal of this study was to explore what kind of additional information is provided by the descriptive comments other than the rating scales, on the physician-patient interaction (PPI) in the clinical performance examination (CPX) and its feedback role in identifying students' strengths and weaknesses in communication skills. Methods: The data were collected from 18 medical schools in Seoul and Gyeonggi region, which participated in the CPX for fourth-year medical students in 2006 and 2007. In total 12,650 examination cases in 2006 and 12,814 cases in 2007 were analyzed. Descriptive comments from the standardized patients (SPs) were analyzed by content analysis, which includes a 4-step process: coding, conceptualizing, categorizing and explanation. Results: Ten categories (41 concepts) for 'strength' and 11 for 'weakness' (40 concepts) in the PPI were extracted. Among them, 10 categories were the same in both strength and weakness: providing adequate interview atmosphere, attentive listening, providing emotional support, non-verbal behaviors, professional attitude, questioning, explanation, reaching agreement, counseling & education and conducting adequate physical examination. For the 'structured and organized interview', only weakness was described. In 'providing emotional support' and 'adequate interview atmosphere', comments on strengths were more frequently mentioned than weaknesses. However, communication skills that were related to non-verbal behaviors were more frequently considered weaknesses rather than strengths. The numbers and content of the SP's comments on students' strengths and weaknesses in the PPI varied depending on the case specificities. Conclusion: The results suggest that the SPs' descriptive comments on student' performance on the CPX can provide additional information versus structured quantitative assessment tools such as performance checklists and rating scales. In particular, this information can be used as valuable feedback to identify the advantages and dicadvantages of the PPI and to enhance students' communication skills.

Action Learning Strategy and Students’ Knowledge of Character Education Concepts in Social Studies

“…Also, the involvement of learners in active learning and practice through role-playing might have contributed a lot to their highest achievement. The result of action learning strategy is in support of Leonard and Lang (2010), Afolabi and Akinbobola (2012), Park and Kim (2012), Sivan and Chan (2013;2014), Jenstad and Donnelly (2015) that action learning strategy enhances proper value system in the classroom because of its powerful impact upon students' learning.…”

“…Marquardt (1999) as well as Marquardt and Waddill (2004), added a third element, reflection, to this model of learning to emphasise its importance. However, a variety of recent programmes have demonstrated the effectiveness of the techniques advocated by this approach (Ogunbiyi 2006;Pun 2007;Freedman, 2010;Park & Kim 2012;Afolabi & Akinbobola, 2012). However, Marquardt (2004) described action learning as a strategy which explores peoples' areas of ignorance with suitable questions and real-life experiences.…”

“…Thus, it becomes an effective strategy to increase students' motivation and change it from the external to the internal (Joyce, Marcia & Emily, 2009). However, researchers (Ogunbiyi 2006;Pun 2007;Freedman, 2010;Park & Kim 2012;Afolabi & Akinbobola, 2012) have found action learning strategy to promote significant learning outcomes among students. Indeed, studies like that of Afolabi and Akinbobola (2012) used action learning strategy in sustaining physics classroom, while Bloom (2002), Buhaminda (2003), Alexandra ( 2004), Allen (2005), Ogunbiyi (2006), Park and Kim (2012), as well as Sivan and Chan (2013;2014) only used action learning strategy on environmental education and did not determine its effect on character education concepts.…”

Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship

“…These techniques also facilitate students' learning of medical and interpersonal skills through the reinforcement of bedside teaching. 2 3 4 5) Despite these many methods, there has yet to be a verified assessment on the effectiveness of the aforementioned preparations for CPX.…”

Research in Medical Education: Transforming Ideas into Action

“…SP를 활용한 교육 표준화 및 교육의 질을 보장하기 위해 SP trainer의 역할이 무엇보다 중요하므로 Kim et al [ 3 ]은 SP trainer의 직무를 분석하고 SP trainer의 활동영역을 탐색하였다. 또한 Park and Kim [ 4 ]은 액션 러닝(action learning)의 개념을 적용하여 임상수행평가(clinical performance examination) 교육의 효과와 학생들의 반응을 분석하고, 교육 경험을 공유하고자 하였다.…”