Assessment in the final year clinical practicum of an Australian osteopathy program

Vaughan, Brett; Morrison, Thomas L.

doi:10.1016/j.ijosm.2015.04.001

Cited by 8 publications

(4 citation statements)

References 62 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…36 This is the first time that the mini-CEX has been described in the non-US osteopathic education literature albeit in one teaching institution. The mini-CEX has been used widely in medicine as a valid, reliable, and feasible assessment method in both preand post-professional education and training settings.…”

Section: Mmentioning

confidence: 95%

“…The VU osteopathy program has implemented the mini-CEX as part of a programmatic approach to clinical practicum assessments 36 and as such, is designed to complement other assessment methods such as a portfolio, written examination and the Objective Structured Clinical Examination, 37 so that a variety of assessment methods are used to determine a student's clinical competence. The mini-CEX is the key 'observed performance in workplace settings' 38 assessment method in the VU program, and the following discussion provides some evidence to argue for the validity of the scores derived from the mini-CEX in osteopathic education.…”

Section: Mmentioning

confidence: 99%

See 1 more Smart Citation

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

Vaughan

Moore

2016

International Journal of Osteopathic Medicine

Self Cite

View full text Add to dashboard Cite

Workplace-based assessment is commonplace, particularly in medicine. These assessments typically involve the assessment of a student conducting a consultation, or part thereof, on a real patient in an authentic clinical practice setting. In disciplines such as medicine substantial work has been directed towards the evaluation of the processes and tools used to perform these assessments and understand their educational impact. At present, there is little literature on the tools used for workplace-based assessment in osteopathy yet they form a picture of the student's capability. The current study presents data from a new workplace-based assessment tool for osteopathy, the mini Clinical Examination (mini-CEX) and is used to inform the implementation of the mini-CEX more broadly. Data presented here suggest the mini-CEX in this cohort is feasible, efficient, acceptable to stakeholders, internally consistent, and can differentiate between students at different stages of an osteopathic teaching program. Further research into the use of the mini-CEX in osteopathy is required, particularly focusing on educational impact, the reliability of the tool and its generalisability to clinical learning environments in other osteopathy teaching institutions.

show abstract

Section: Mmentioning

confidence: 95%

Section: Mmentioning

confidence: 99%

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

Vaughan

Moore

2016

International Journal of Osteopathic Medicine

Self Cite

View full text Add to dashboard Cite

show abstract

“…Their beliefs are crucial as they may impact both patients [20] and students' attitudes towards patients. Furthermore, finalyear osteopathy students are a population that has often been studied concerning professional identity [44], impact of language they use on patients' beliefs [45], attitudes toward psychosocial risk factors [46], clinical assessment [47][48][49], and perceived preparedness [50,51]. However, the beliefs of this specific population in a French OEI towards cLBP has to our knowledge never been evaluated.…”

Section: J O U R N a L P R E -P R O O Fmentioning

confidence: 99%

Pain knowledge and fear-avoidance beliefs of French osteopathy students and educators towards chronic low back pain: An osteopathic educational institution-based cross-sectional survey

Mhadhbi¹,

Thierry-Hildenbrand²,

Draper-Rodi

et al. 2021

International Journal of Osteopathic Medicine

View full text Add to dashboard Cite

“…Her group was able to define a specific range of palpation forces that increase the likelihood of an accurate CBE [12]. Objective assessment of palpation requires assessment methods that are valid, reliable, fair, defensible and evidence-based [13].…”

Section: Introductionmentioning

confidence: 99%

“Princess and the pea” – an assessment tool for palpation skills in postgraduate education

2019

View full text Add to dashboard Cite

Background In osteopathic medicine, palpation is considered to be the key skill to be acquired during training. Whether palpation skills are adequately acquired during undergraduate or postgraduate training is difficult to assess. The aim of our study was to test a palpation assessment tool developed for undergraduate medical education in a postgraduate medical education (PME) setting. Methods We modified and standardized an assessment tool, where a coin has to be palpated under different layers of copy paper. For every layer depth we randomized the hiding positions with a random generator. The task was to palpate the coin or to determine that no coin was hidden in the stack. We recruited three groups of participants: 22 physicians with no training in osteopathic medicine, 25 participants in a PME course of osteopathic techniques before and after a palpation training program, 31 physicians from an osteopathic expert group with at least 700 h of osteopathic skills training. These experts ran the test twice to check for test-retest-reliability. Inferential statistical analyzes were performed using generalized linear mixed models with the dichotomous variable “coin detected / not detected” as the dependent variable. Results We measured a test-retest reliability of the assessment tool as a whole with 56 stations in the expert group of 0.67 ( p < 0.001). For different paper layers, we found good retest reliabilities up to 300 sheets. The control group detected a coin significantly better in a depth of 150 sheets ( p = 0.01) than the pre-training group. The osteopathic training group showed significantly more correct coin localizations after the training in layer depths of 200 ( p = 0.03) and 300 sheets ( p = 0.05). This group also had significantly better palpation results than the expert group in the depth of 300 sheets ( p = 0.001). When there was no coin hidden, the expert group showed significantly better results than the post-training group ( p = 0.01). Conclusions Our tool can be used with reliable results to test palpation course achievements with 200 and 300 sheets of paper. Further refinements of this tool will be needed to use it in complex assessment designs for the evaluation of more sophisticated palpatory skills in postgraduate medical settings.

show abstract

Assessment in the final year clinical practicum of an Australian osteopathy program

Cited by 8 publications

References 62 publications

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

Pain knowledge and fear-avoidance beliefs of French osteopathy students and educators towards chronic low back pain: An osteopathic educational institution-based cross-sectional survey

“Princess and the pea” – an assessment tool for palpation skills in postgraduate education

Contact Info

Product

Resources

About