Successive objective long-case assessment as a driver of clerkship learning – Evaluation through perception questionnaire
International e-Journal of Science, Medicine and Education
; : 3-11, 2011.
Artigo
em Inglês
| WPRIM (Pacífico Ocidental)
| ID: wpr-629221
Biblioteca responsável:
WPRO
ABSTRACT
Background:
Clinical clerkship in a busy hospital environment forms an important part of undergraduate medical training. Regular objective assessment of this activity with feedback would be expected to improve outcome.Methods:
We implemented fortnightly clinical assessments using modified OSLER (Objective Structured Long Examination Record), and over a 6-week clinical rotation. Modifications included provision of individualized feedback. The assessment process was evaluated by both students and teachers via a questionnaire measuring their perceived educational impact, feasibility and acceptability.Results:
Students agreed that the patient spectrum was appropriate and fair, resulting in improved history taking and presentation skills (96.6%), clinical examination skills (89%) and clinical reasoning skills (90.7%). It was graded to have helped learning “tremendously” and “moderately” by 64.7% and 32.8% of students respectively. Perceived improvement was attributable mainly to the repetitive nature of the assessments since only 63% of students were provided with feedback. 96.6% of students and 94.1% of assessors perceived the format created a stressful but positive learning environment. 52.9% of assessors agreed that the exercise consumed significant time and resources but 88.2% rated it as manageable and supported its continuation.Conclusion:
Frequent and regular in-course clinical assessments with emphasis on individual feedback is feasible, acceptable and has significant positive educational impact.
Texto completo:
Disponível
Base de dados:
WPRIM (Pacífico Ocidental)
Tipo de estudo:
Pesquisa qualitativa
Idioma:
Inglês
Revista:
International e-Journal of Science, Medicine and Education
Ano de publicação:
2011
Tipo de documento:
Artigo