Cognition, Confidence, and Clinical Skills

Ytterberg, Steven R.; Harris, Ilene B.; Allen, Sharon; Anderson, David C.; Kofron, Philip M.; Kvasnicka, John H.; Mccord, James P.; Moller, James H.

doi:10.1097/00001888-199810000-00060

Cited by 24 publications

(4 citation statements)

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“…Although studies linking higher self-efficacy to better academic performance (17, 18) have shown that females, on average, are typically less self-confident in their clinical skills than are males, few studies have assessed confidence in skills related to women's health issues (19). As anticipated, our data indicated females were more confident in their abilities entering the clerkship.…”

Section: Discussion/conclusionmentioning

confidence: 99%

Obstetrics and gynecology clerkship for males and females: similar curriculum, different outcomes?

Craig

Smith

Crow

et al. 2013

Medical Education Online

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ObjectiveTo determine if performance differences exist between male and female students on a 6-week obstetrics and gynecology (Ob/Gyn) clerkship and to evaluate potential variables that might underlie any observed variations.Study DesignFinal clerkship grades and component scores (clinical evaluations, objective structured clinical examination [OSCE], oral examination, and National Board of Medical Examiners [NBME] subject examination) from July 2007 to June 2010 were matched by student and analyzed by gender. Basic science grade point average (GPA) and initial United States Medical Licensing Exam (USMLE) Step 1 scores were used to establish students’ baseline medical knowledge. On a post-clerkship questionnaire, a subset of students reported the numbers of procedures they performed during the clerkship; students also completed online pre- and post-clerkship questionnaires reflecting their self-assessed confidence in women's health clinical skills.ResultsScores were analyzed for 136 women and 220 men. Final clerkship grades were significantly higher for females than for males (89.05 vs. 87.34, p=0.0004, η 2=0.08). Specifically, females outscored males on the OSCE, oral, and NBME subject examination portions of the clerkship but not clinical evaluations. Males reported completing fewer breast examinations (p=0.001, η 2=0.14). Pre-clerkship, males were significantly less confident than females in women's health clinical skills (p<0.01) but reached similar levels upon completion of the clerkship. No gender differences were detected for basic science GPA and USMLE Step 1 scores.ConclusionStudent gender is associated with final grades on an Ob/Gyn clerkship. Further research regarding these differences should be explored.

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Section: Discussion/conclusionmentioning

confidence: 99%

Obstetrics and gynecology clerkship for males and females: similar curriculum, different outcomes?

Craig

Smith

Crow

et al. 2013

Medical Education Online

View full text Add to dashboard Cite

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“…Items and their format were developed after careful review of related scales [27-30] and health education studies, which demonstrated different ways to assess professional self-confidence in educational or clinical internship settings [21,31-34]. Whilst these studies did not mirror the aims of the present research, they provided vital evidence regarding the importance of professional self-confidence in health education programs.…”

Section: Methodsmentioning

confidence: 98%

“…Given that professional confidence is important, health educators need to know what learning activities aid its development, and have appropriate tools to measure any change [21]. The value of developing valid and reliable measures of students’ confidence in clinical and patient communication skills during their studies is threefold: first, to track changes in levels of confidence in specific skills over time; second, to examine the degree of congruence between confidence and competence; and third, to identify over-confident and under-confident students.…”

Section: Introductionmentioning

confidence: 99%

Development and psychometric evaluation of scales to measure professional confidence in manual medicine: a Rasch measurement approach

2014

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BackgroundHealth professionals in athletic training, chiropractic, osteopathy, and physiotherapy fields, require high-level knowledge and skills in their assessment and management of patients. This is important when communicating with patients and applying a range of manual procedures. Prior to embarking on professional practice, it is imperative to acquire optimal situation-specific levels of self-confidence for a beginner practitioner in these areas. In order to foster this professional self-confidence within the higher education context, it is necessary to have valid and reliable scales that can measure and track levels and how they change. This study reports on the development and psychometric analysis of two new scales, Patient Communication Confidence Scale (PCCS) and the Clinical Skills Confidence Scale (CSCS), to measure confidence in these two areas for students in manual medicine programs. The Rasch measurement model was used to guide the development of the scales and establish their psychometric properties.MethodsThe responses to 269 returned questionnaires over two occasions were submitted to psychometric analysis, with various aspects of the scales examined including: item thresholds; item fit; Differential Item Functioning; targeting; item locations; item dependencies; and reliability. To provide further evidence of validity, scores were correlated with two existing valid scales.ResultsAnalyses showed that the scales provided valid and reliable measures of confidence for this sample of persons. High Person Separation Indices (0.96 for PCCS; 0.93 for SCSC) provided statistical evidence of reliability, meaning the scales are able to discriminate amongst persons with different levels of confidence. For the PCCS, item categories were operating as required, and for the CSCS only two items’ thresholds were slightly disordered. Three tests of fit revealed good fit to the model (indicating the internal consistency of both scales) and results of the correlations with two existing valid scales were consistent with expectations.ConclusionsThe importance of confidence cannot be overlooked in health education because students learning new information and skills, and dealing with challenging situations can be negatively impacted by a lack of confidence which can result in students disengaging from placements or leaving a program. Valid and reliable instruments are essential in tracking change in levels of confidence in specific skills over time and the examination of the degree of congruence between confidence and competence. Analysis of responses to the two confidence scales established that they are valid and reliable instruments.

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“…This well aligns with the intended learning outcomes for OSCEs and the team-based simulation. OSCEs have a long history of being used in health professional education to improve student confidence (Ytterberg et al, 1998).…”

Section: Use Of Platform For Oscesmentioning

confidence: 99%

Repurposing asynchronous video interview software for virtual pharmacy OSCEs during the COVID-19 pandemic

et al. 2021

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Background: The COVID-19 pandemic required pharmacy educators to seek creative and innovative ways of delivering learning outcomes in the virtual environment. Objective Structured Clinical Examinations (OSCEs) have been particularly challenging to deliver online. Objective: To explore the use of asynchronous video interview software as a platform for virtual OSCEs in pharmacy education, and for conducting brief structured research interviews. Method: Fourth year Bachelor of Pharmacy students at an Australian university, were interviewed via asynchronous video interview software (Big Interview) about their perceptions of using the platform for virtual OSCEs. Results: 37 students (92.5%) used Big Interview to complete at least one summative OSCE case during a team-based simulation. Seven research interviews were recorded by six students. Positive comments focussed on facilitation of self-reflection and self-correction in patient questioning and counselling. Negative views concerned the lack of authenticity, including the robotic and artificial nature of interactions. Conclusion: Asynchronous video interview software for pharmacy OSCEs may assist formative learning and self-reflection, offering an adjunct to, but not replacement of, in-person communication

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Cognition, Confidence, and Clinical Skills

Cited by 24 publications

References 0 publications

Obstetrics and gynecology clerkship for males and females: similar curriculum, different outcomes?

Obstetrics and gynecology clerkship for males and females: similar curriculum, different outcomes?

Development and psychometric evaluation of scales to measure professional confidence in manual medicine: a Rasch measurement approach

Repurposing asynchronous video interview software for virtual pharmacy OSCEs during the COVID-19 pandemic

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