The death of the long case?

Norcini, John J.

doi:10.1136/bmj.324.7334.408

Cited by 87 publications

(111 citation statements)

References 10 publications

(8 reference statements)

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“…The concept of high face validity with this type of assessment is widely supported in the literature, [24][25][26][27][28] however both content validity 7 and reliability are questioned by some authors. This is particularly in relation to the heterogeneity of cases, 14,21,27 limited sampling of patients, 21 and lack of standardisation.…”

Section: Discussionmentioning

confidence: 87%

Methods of assessment used by osteopathic educational institutions

Vaughan

Sullivan

Gosling

et al. 2012

International Journal of Osteopathic Medicine

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Section: Discussionmentioning

confidence: 87%

Methods of assessment used by osteopathic educational institutions

Vaughan

Sullivan

Gosling

et al. 2012

International Journal of Osteopathic Medicine

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“…Development of the new examination was informed by current educational literature and the changes in undergraduate examinations. 4 For an examination to be robust it needs to fulfil three criteria: 5 validity reliability practicability.…”

Section: Development Of the Mrcp(uk) Part 2 Clinical Examination (Paces)mentioning

confidence: 99%

MRCP(UK) PART 2 Clinical Examination (PACES)

Dacre

Besser²,

White³

2003

Clinical Medicine

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“…The student is then assessed on the quality of the case presentation and ability to answer questions about the patient. However, assessment by "long case" was found to have poor reproducibility and generalizability due to both patient and examiner effects [10].…”

Section: Introductionmentioning

confidence: 99%

“…The method of teaching history taking to medical students has remained largely unchanged for decades [6][7][8][9][10]. Traditionally, history taking and physical examination were taught formally by demonstration at or near the end of the preclinical years in the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Thoughtful questions in the history as new pedagogy for teaching patient centred care: A pilot study in an Australian Rural Clinical School (RCS).

Middleton¹,

Buist²

2018

J Contemp Med Edu

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Introduction:The taking of the patient medical history is at the heart of the doctor patient relationship. It is often critical for a diagnosis and also plays an important part in ongoing clinical care of the patient. However, with the move away from assessment by "long case" to the Objective Structured Clinical Examination (OSCE), medical students spend less time with patients and when they do take a history it is done in a didactic checklist manner. This learning is contrary to the needs of the now more health literate patient. Methods: By an iterative process, we developed a program of teaching medical history at the bedside of real patients that focussed on listening to what the patient said as opposed to the traditional history checklist. By anonymous online survey we sought feedback from the students on this way teaching. Results: Over the 3 years of this program (from 2013) 76 of the 85 students responded to the survey (89% response rate). Students were mostly receptive to the ideas of following up on clues and information that patients gave them and then presenting this information in a more interesting way to peers. However, there was less enthusiasm, for taking the history in a more casual but patient centred way. Conclusion: This program was feasible and welcomed by the students. The major limitations were that students were frustrated by not being taught examinable OSCE cases and that the time commitment by the clinician was onerous.

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The death of the long case?

Cited by 87 publications

References 10 publications

Methods of assessment used by osteopathic educational institutions

Methods of assessment used by osteopathic educational institutions

MRCP(UK) PART 2 Clinical Examination (PACES)

Thoughtful questions in the history as new pedagogy for teaching patient centred care: A pilot study in an Australian Rural Clinical School (RCS).

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