Associations Between Medical Student Log Data and Clerkship Learning Outcomes

Elnicki, D. Michael; Zalenski, Dianne; Mahoney, John F.

doi:10.1080/10401334.2012.715263

Cited by 4 publications

(2 citation statements)

References 13 publications

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“…Two forms were used for the current study; students in Group 1 rotated through the stations in an order different from that of Group 2. The internal consistency is 0.6–0.7 and has demonstrated construct validity with other examinations, such as the National Board of Medical Examiners Subject Examination …”

Section: Methodsmentioning

confidence: 84%

E‐Learning Module on Chronic Low Back Pain in Older Adults: Evidence of Effect on Medical Student Objective Structured Clinical Examination Performance

Weiner

Morone

Spallek

et al. 2014

J American Geriatrics Society

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The Institute of Medicine has highlighted the urgent need to close undergraduate and graduate educational gaps in treating pain. Chronic low back pain (CLBP) is one of the most common pain conditions, and older adults are particularly vulnerable to potential morbidities associated with misinformed treatment. An e-learning case-based interactive module was developed at the University of Pittsburgh Center of Excellence in Pain Education, one of 12 National Institutes of Health–designated centers, to teach students important principles for evaluating and managing CLBP in older adults. A team of six experts in education, information technology, pain management, and geriatrics developed the module. Teaching focused on common errors, interactivity, and expert modeling and feedback. The module mimicked a patient encounter using a standardized patient (the older adult with CLBP) and a pain expert (the patient provider). Twenty-eight medical students were not exposed to the module (Group 1) and 27 were exposed (Group 2). Their clinical skills in evaluating CLBP were assessed using an objective structured clinical examination (OSCE). Mean scores were 62.0 ± 8.6 for Group 1 and 79.5 ± 10.4 for Group 2 (P < .001). Using an OSCE pass–fail cutoff score of 60%, 17 of 28 Group 1 students (60.7%) and 26 of 27 Group 2 students (96.3%) passed. The CLBP OSCE was one of 10 OSCE stations in which students were tested at the end of a Combined Ambulatory Medicine and Pediatrics Clerkship. There were no between-group differences in performance on eight of the other nine OSCE stations. This module significantly improved medical student clinical skills in evaluating CLBP. Additional research is needed to ascertain the effect of e-learning modules on more-advanced learners and on improving the care of older adults with CLBP.

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Section: Methodsmentioning

confidence: 84%

E‐Learning Module on Chronic Low Back Pain in Older Adults: Evidence of Effect on Medical Student Objective Structured Clinical Examination Performance

Weiner

Morone

Spallek

et al. 2014

J American Geriatrics Society

Self Cite

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show abstract

“…The clerkship directors recommended a median of 16 procedures to be learned before graduation; this seemed to be related to the choice of procedures rather than to recommended number of skills that could be reasonably practiced in that time frame. 10 Deliberate practice guidelines would recommend that learners focus on one skill at a time, moving onto the next task only when reaching a minimum standard. 11 This would restrict the number of skills covered in a standard program and would be directly related to laboratory or simulation time.…”

Section: Laboratory Organizationmentioning

confidence: 99%

Challenges & Issues: Evidence-Based Clinical Skills Teaching and Learning: What Do We Really Know?

Malone¹

2019

Journal of Veterinary Medical Education

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The recent programmatic focus on skills development in veterinary medicine means that many programs are devoting increased time to formal clinical skills teaching. This expansion makes it essential that we use the time as effectively as possible. This review examines current practices and veterinary training principles using the broader field of evidence-based motor skills learning as a lens. In many areas, current practices may be hindering learning. Proposed practices include using videos and discussions for pre-laboratory training, focusing on a single complex skill at a time, using more near-peer instructors rather than faculty, including assessments in each teaching or practice session, and encouraging supervised distributed practice by incorporating practice sessions into the formal curriculum. Ensuring mastery of a few core skills rather than exposure to many may be the new goal. Further research is urgently needed on block versus spiral curricula, optimum instructor-to-student ratios, learning and practice schedules, hours required for proficiency, and the benefits of exercise on motor skills learning.

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Rural Versus Suburban/Urban Experiences in a Family Medicine Preceptorship

Brock

Scott

Skaggs

et al. 2015

Journal of Physician Assistant Education

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Associations Between Medical Student Log Data and Clerkship Learning Outcomes

Abstract: Aspects of teaching, increased clinical involvement, and student autonomy were associated with clerkship performance.

Cited by 4 publications

References 13 publications

E‐Learning Module on Chronic Low Back Pain in Older Adults: Evidence of Effect on Medical Student Objective Structured Clinical Examination Performance

E‐Learning Module on Chronic Low Back Pain in Older Adults: Evidence of Effect on Medical Student Objective Structured Clinical Examination Performance

Challenges & Issues: Evidence-Based Clinical Skills Teaching and Learning: What Do We Really Know?

Rural Versus Suburban/Urban Experiences in a Family Medicine Preceptorship

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