Documenting clinical performance problems among medical students: feedback for learner remediation and curriculum enhancement
| Autor: | Janet Osuch, Jon Gold, Rebecca C. Henry, Asad Mohmand, Brian Mavis, Vince Winkler Prins, Joel Maurer, Dianne P. Wagner, Laura Carravallah, Steven E. Roskos, Andrew Saxe, Aron Sousa |
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| Přispěvatelé: | none |
| Jazyk: | angličtina |
| Rok vydání: | 2013 |
| Předmět: |
Michigan
business.product_category Faculty Medical Students Medical performance problems education Physical examination Pilot Projects Documentation Education Feedback medicine Humans checklist vs global ratings Medical diagnosis Curriculum Worksheet Performance Assessment Medical education lcsh:LC8-6691 lcsh:R5-920 Operationalization medicine.diagnostic_test lcsh:Special aspects of education business.industry Clinical Skills Performance Problems Learner Feedback General Medicine Checklist skills remediation faculty ratings OSCE Clinical Competence Faculty development business lcsh:Medicine (General) Education Medical Undergraduate |
| Zdroj: | Medical Education Online; Vol 18 (2013) Medical Education Online, Vol 18, Iss 0, Pp 1-11 (2013) Medical Education |
| ISSN: | 1087-2981 |
| Popis: | Introduction : We operationalized the taxonomy developed by Hauer and colleagues describing common clinical performance problems. Faculty raters pilot tested the resulting worksheet by observing recordings of problematic simulated clinical encounters involving third-year medical students. This approach provided a framework for structured feedback to guide learner improvement and curricular enhancement. Methods : Eighty-two problematic clinical encounters from M3 students who failed their clinical competency examination were independently rated by paired clinical faculty members to identify common problems related to the medical interview, physical examination, and professionalism. Results : Eleven out of 26 target performance problems were present in 25% or more encounters. Overall, 37% had unsatisfactory medical interviews, with ‘inadequate history to rule out other diagnoses’ most prevalent (60%). Seventy percent failed because of physical examination deficiencies, with missing elements (69%) and inadequate data gathering (69%) most common. One-third of the students did not introduce themselves to their patients. Among students failing based on standardized patient (SP) ratings, 93% also failed to demonstrate competency based on the faculty ratings. Conclusions : Our review form allowed clinical faculty to validate pass/fail decisions based on standardized patient ratings. Detailed information about performance problems contributes to learner feedback and curricular enhancement to guide remediation planning and faculty development. Keywords: OSCE; performance problems; skills remediation; faculty ratings; checklist vs global ratings (Published: 22 July 2013) Citation: Med Educ Online 2013, 18 : 20598 - http://dx.doi.org/10.3402/meo.v18i0.20598 |
| Databáze: | OpenAIRE |
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