Teaching undergraduates child health: what, how, where, and when?

Davies, Hugh

doi:10.1136/adc.73.3.266

Cited by 3 publications

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References 12 publications

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“…None of these studies addressed which year in MS is optimal nor how many hours are needed with each method to prepare these students for proper PHPDS. [2][3][4][5][6][7][8][9][10][11] A study by Corbett et al 12 noted variability when physical examination skills were taught in the MS curriculum according to VOLUME however, it is at the discretion of the MS to determine when and how to teach the skills. 13 We have identifi ed 2 important outcomes of PHPDS in a medical curriculum.…”

Section: When and How Pediatric History And Physical Diagnosis Are Tamentioning

confidence: 99%

When and How Pediatric History and Physical Diagnosis Are Taught in Medical School: A Survey of Pediatric Clerkship Directors

Guiot

Baker

DeWitt

2013

Hospital Pediatrics

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Section: When and How Pediatric History And Physical Diagnosis Are Tamentioning

confidence: 99%

When and How Pediatric History and Physical Diagnosis Are Taught in Medical School: A Survey of Pediatric Clerkship Directors

Guiot

Baker

DeWitt

2013

Hospital Pediatrics

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Clinical Experience during the Paediatric Undergraduate Course

Ahmed

Hughes

1999

J R Soc Med

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SUMMARYMedical students at the Cambridge Clinical School are provided with a list of 42 core conditions they should encounter and 20 core skills they should perform during their attachment. By self-completion questionnaires we assessed their clinical experience and the amount of teaching they received, relating the results to marks gained in end-of-attachment assessments.103 (93%) of 110 students in year one and 123 (96%) of 128 in year two completed the questionnaires. Of the 42 core conditions, 13 were seen by under 70% of the students in year one. In year two, exposure rate increased for 26 core conditions by a median of 7% (range 2-40) and decreased in 13 core conditions by a median value 4% (range 5-13) (P=0.0005, X2). Only mandatory core skills were performed by over 90% of students. 5% of students did not perform any newborn examinations and under 60% observed neonatal resuscitation or a high-risk delivery.Students' core condition score was associated with their core skill score (r=0.5), hospital grade (r=0.3) and exposure to acute paediatrics (r=0.3) (P<0.005). There was no significant association between clinical experience and the objective examination score or the amount of teaching received. There was an inverse association between the number of students at a hospital and the number of core conditions with an exposure rate above 70% at that hospital (r=0.7, P<0.05).This study suggests that clinical experience may be better judged by the clinical supervisor than by assessment of theoretical knowledge.

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Clinical Teaching and OSCE in Pediatrics

Kemahlı

2001

Medical Education Online

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Emphasis is being given to early contact by medical students with patients, and curricula are being designed to address this trend. Although teaching of clinical skills mostly depends on the traditional "apprenticeship" model, there is insufficient supervision of students while they examine the patients. This leads to the lack of acquisition of good clinical skills and some patient-student frustrations during examination by inexperienced students. The problem is greater in pediatric departments. One way to overcome this is to observe the students while they take a history and do a physical examination and to give them feedback. On the other hand, objective structured clinical examinations (OSCEs) should be used more in pediatric examinations to make use of the steering effect such examinations have on student achievement. However, OSCEs should not be the only student assessment tool, but should be complemented by other examination methods.

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Teaching undergraduates child health: what, how, where, and when?

Cited by 3 publications

References 12 publications

When and How Pediatric History and Physical Diagnosis Are Taught in Medical School: A Survey of Pediatric Clerkship Directors

When and How Pediatric History and Physical Diagnosis Are Taught in Medical School: A Survey of Pediatric Clerkship Directors

Clinical Experience during the Paediatric Undergraduate Course

Clinical Teaching and OSCE in Pediatrics

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