The performance of foreign medical graduates on the National Board of Medical Examiners (NBME) standardized patient examination prototype: a collaborative study of the NBME and the educational Commission for Foreign Medical Graduates (ECFMG)

Ben‐David,; Klass,; Boulet, John R.; Champlain,; T, King; Pohl,; Gary,

doi:10.1046/j.1365-2923.1999.00368.x

Cited by 27 publications

(8 citation statements)

References 6 publications

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“…It is due to this missing link in our medical education that students face difficulties in foreign licensing exams. Studies have indicated that international medical graduates (IMGs) are more likely to feel pressed for time in clinical skills examination in comparison to the US graduates [21]. Furthermore, about 17% of the IMGs fail the United States Medical Licensing Exam (USMLE) Step 2 Clinical Skills (CS) component mostly due to inadequate interpersonal skills as opposed to only 4% US graduates [22].…”

Section: Discussionmentioning

confidence: 99%

Developing counseling skills through pre-recorded videos and role play: a pre- and post-intervention study in a Pakistani medical school

et al. 2010

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BackgroundInteractive methods like role play, recorded video scenarios and objective structured clinical exam (OSCE) are being regularly used to teach and assess communication skills of medical students in the western world. In developing countries however, they are still in the preliminary phases of execution in most institutes. Our study was conducted in a naïve under resourced setup to assess the impact of such teaching methodologies on the counseling skills of medical students.MethodsFifty four 4th year MBBS students were identified to be evaluated for communication skills by trained facilitators in a pre-intervention OSCE. The same group of students was given a demonstration of ideal skill level by means of videos and role playing sessions in addition to real life interaction with patients during hospital and community rotations. A post-intervention evaluation was carried out six months later through OSCE and direct observation through structured checklist (DOS) in hospital and community settings. The combined and individual performance levels of these students were analyzed.ResultsThere was a statistically significant difference in the communication skills of students when assessed in the post-intervention OSCE (p = 0.000). Individual post-intervention percentages of study participants displayed improvement as well (n = 45, p = 0.02). No difference was observed between the scores of male and female students when assessed for two specific competencies of antenatal care and breast feeding counseling (p = 0.11). The mean DOS (%) score of 12 randomly selected students was much lower as compared to the post-intervention (%) score but the difference between them was statistically non significant, a result that may have been affected by the small sample size as well as other factors that may come into play in real clinical settings and were not explored in this study (59.41 ± 7.8 against 82.43 ± 22.08, p = 0.88).ConclusionsVideos and role play in combination with community and clinical exposure are effective modes of teaching counseling skills to medical students. They can be successfully utilized even in a limited resource setup, as demonstrated by our trial.

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Section: Discussionmentioning

confidence: 99%

Developing counseling skills through pre-recorded videos and role play: a pre- and post-intervention study in a Pakistani medical school

et al. 2010

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“…Attention is being paid to setting standards and license procedures for IMGs (Freidman et al, 1993;Friedman Ben-David et al, 1999) but there remains a dearth of information on the IMGs' specific communication skill learning needs. Many of the communication skills educational needs identified in this study are similar to those of Canadian trained residents (e.g.…”

Section: Discussionmentioning

confidence: 99%

Communication skills, cultural challenges and individual support: challenges of international medical graduates in a Canadian healthcare environment

et al. 2004

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Physicians require good communication skills to develop effective patient-physician relationships. Externally funded international medical graduates (IMGs) move directly from their home countries to complete residency training at the University of Ottawa, Canada. They must learn quickly how to work with patients, families and colleagues. A detailed needs assessment was designed to assess IMGs' communication skill needs through focus groups, interviews and surveys with IMGs, program directors, allied healthcare professionals and experts in communication skills. There was a high degree of consensus amongst all participants concerning specific educational needs for communication skills and training issues related to the healthcare system for externally funded IMGs. Specific recommendations include (1) English-language skills; (2) how to get things done in the hospital/healthcare system; (3) opportunities to practise specific skills, e.g. negotiating treatment, (4) adequate support system for IMGs; (5) faculty and staff education on the cultural challenges faced by IMGs.

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“…21 To do so, the number of cases in which communication is assessed would need to be increased from the 3 to 4 cases to approximately 10 to 14 to obtain a sufficiently reliable score to make pass-fail decisions. 46 The MCC has already increased the number of cases in which communication is assessed to meet this reliability threshold.…”

Section: Commentmentioning

confidence: 99%

Physician Scores on a National Clinical Skills Examination as Predictors of Complaints to Medical Regulatory Authorities

Tamblyn¹,

Abrahamowicz²,

Dauphinee³

et al. 2007

JAMA

388

233

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ECADES OF RESEARCH HAVEconfirmed that poor skills in patient communication are associated with lower levels of patient satisfaction, higher rates of complaints, an increased risk of malpractice claims, and poorer health outcomes. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16] Medical schools have responded by incorporating training in patient communication and clinical skills into the curriculum. However, these skills were not systematically evaluated, nor was a minimum level of proficiency required for medical licensure. 17 To address this problem, licensure reforms were undertaken in North America. 18 The Medical Council of Canada (MCC) (1993), 19 the Educational Commission for Foreign Medical Graduates (1998), 20 and most recently the United States Medical Licensing Examination (USMLE) ( 2004) 21 have all introduced a clinical skills examination (CSE)-a nationally standardized assessment of patient-physician communication, clinical history taking, and examination skills-as a requirement for licensure. All US and Canadian medical For editorial comment see p 1057.

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The performance of foreign medical graduates on the National Board of Medical Examiners (NBME) standardized patient examination prototype: a collaborative study of the NBME and the educational Commission for Foreign Medical Graduates (ECFMG)

Abstract: The NBME-ECFMG collaborative study yielded important information regarding the NBME SPX prototype as a performance measure for FMGs.

Cited by 27 publications

References 6 publications

Developing counseling skills through pre-recorded videos and role play: a pre- and post-intervention study in a Pakistani medical school

Developing counseling skills through pre-recorded videos and role play: a pre- and post-intervention study in a Pakistani medical school

Communication skills, cultural challenges and individual support: challenges of international medical graduates in a Canadian healthcare environment

Physician Scores on a National Clinical Skills Examination as Predictors of Complaints to Medical Regulatory Authorities

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