The Influential Factors in the Performance of Medical Students in the Clinical Competency Exam: A Qualitative Study

Abstract

Background: Clinical assessment in medicine is a pillar of education, which should measure the competence and practical abilities of medical students. The viewpoint of students as one of the most important stakeholders in clinical assessment could guide planners in problem-solving and proper corrective actions. Objectives: The present study aimed to investigate the influential factors in the performance of medical students in the clinical competency exam. Methods: This qualitative study was conducted using the directed content analysis approach during 2018 - 2019. The sample population included 10 medical students of internship at Isfahan University of Medical Sciences in Isfahan, Iran. The participants were selected via purposive sampling. Data were collected via semi-structured interviews. Data analysis was performed in the MAXQDA 10 software. Results: The students mentioned several influential factors in their performance on the competency exam. Their viewpoints were divided into seven categories, including content and resources, pre-exam requirements, time, cases (scenarios), stations, examiners, and the role of the clinical training course. Conclusions: Similar to other clinical exams, the clinical competency exam has some drawbacks despite its positive aspects, which may affect the performance of students. Several factors could influence the performance of students in this exam, and the contribution of these factors and their impact on the performance of students vary. Therefore, special attention should be paid to these factors to help officials and policymakers in future planning and improving the quality of these exams.

The Experience of Nursing Professors and Students about the Objective Structured Clinical Examination

“…In a qualitative study that was conducted at Isfahan University of Medical Sciences, medical students had different views (positive and negative) in this regard, and some of them believed that the use of an assistant as an evaluator was due to personal hostility in the hospital and an awareness of the weaknesses of the student, which can affect students' performance (20). Moreover, some participants in the present study stated that they had no experience and exposure to some procedures, including gastroesophageal intubation, during their internships, as was reported by Faghihi (35). The participants in the present study also stated that the expected goals and skills assessed in OSCE do not match the educational materials.…”