Effect of Bedside Physical Diagnosis Training on Third-Year Medical Students' Physical Exam Skills

Roberts, Llion A.; Lu, Wei-Hsin; Go, Roderick; Daroowalla, Feroza

doi:10.1080/10401334.2013.857329

Cited by 10 publications

(11 citation statements)

References 11 publications

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“…Different types of structured skills training programs have been developed leading to different outcomes with respect to students’ performance regarding physical examination skills or suturing. A structured bedside training where attendings received guidelines to demonstrate and observe students doing physical examinations, led to better student performance in half of the OSCE stations covering heart and lung examination [44], while another study with specific weekly bedside instructions in physical examination skills compared with the usual bedside teaching showed better OSCE results for musculoskeletal, pulmonary and gastrointestinal but not for cardiovascular exam [50]. …”

Section: Resultsmentioning

confidence: 99%

Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

Vogel

Harendza

2016

GMS Journal for Medical Education; 33(4):Doc64

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Section: Resultsmentioning

confidence: 99%

Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

Vogel

Harendza

2016

GMS Journal for Medical Education; 33(4):Doc64

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“…[13][14][15][16][17][18][19][20][21][22][23][24][25] Compared to our review of the 2013 literature relevant to general medicine educators, 26 we found more multi-institutional studies of high quality. Similar to last year, resident continuity clinic and handoffs were areas of focus.…”

Section: Discussionmentioning

confidence: 98%

For the General Internist: A Summary of Key Innovations in Medical Education

et al. 2016

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We conducted a review of published medical education articles to identify high-quality research and innovation relevant to educators in general medicine. Our review team consisted of six general internists with expertise in medical education and a professional medical librarian. We manually searched 15 journals in pairs (a total of 3062 citations) for original research articles in medical education published in 2014. Each pair of reviewers independently rated the relevance, importance, and generalizability of articles on medical education in their assigned journals using a 27-point scale (maximum of 9 points for each characteristic). From this list, each team member independently reviewed the 22 articles that received a score of 20 or higher from both initial reviewers, and for each selected article rated the quality and global relevance for the generalist educator. We included the seven toprated articles for presentation in this review, and categorized the studies into four general themes: continuity clinic scheduling, remediation, interprofessional education, and quality improvement and patient safety. We summarized key findings and identified significant limitations of each study. Further studies assessing patient outcomes are needed to strengthen the literature in medical education. This summary of relevant medical education articles can inform future research, teaching, and practice.

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“…However, the results of our qualitative analysis are congruent with previous studies that have shown the effectiveness of live modeling experiences on acquiring procedural (including physical examination) and cognitive skills. 8,9 There were a few challenges that we identified to the incorporation of a scheduled modeling experience for neurology clerks, and the biggest difficulty was how to work the experience around clinic no-shows. There were several limitations to this study as well.…”

Section: Flow and Organization Of Examinationmentioning

confidence: 99%

“…6,7 Modeling of clinical encounters has been shown to improve both physical examination and procedural skills, and can be effective for teaching humanism and professionalism values. [8][9][10] The aim of this study was to evaluate whether a scheduled modeling experience for third-year medical students starting their neurology clerkship increased overall student exposure to clinical skills modeling during the clerkship. In addition, we intended to discover using qualitative thematic analysis what specific learning points were acquired during the experience.…”

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confidence: 99%

Education Research: Positive effect of scheduled faculty modeling on clerkship student bedside skills exposure and learning

et al. 2017

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Objective: To evaluate the effect of scheduled bedside skills modeling for third-year medical students on their neurology clerkship.Methods: During the 2012-2014 academic years, 56 third-year medical students participated in a curricular pilot program involving a scheduled bedside skills modeling experience during the first week of their neurology clerkship, whereas 131 students underwent the typical rotation. The experience consisted of observing a faculty member conduct a comprehensive encounter on a new outpatient. To promote active learning, students were provided an observation guide to document questions and observations. An anonymous survey was conducted at the end of each clerkship block assessing student exposure to bedside skills modeling. Using qualitative thematic analysis, observation guide statements were transcribed and coded into emergent learning themes.Results: A total of 57.4% (95% confidence interval [CI] 43.3%-71.5%) of students in the modeling group reported observing both a comprehensive history and neurologic examination vs 37.5% (95% CI 28.2%-46.8%) in the nonmodeling groups (p 5 0.023). A total of 253 observation statements were transcribed and coded from the observation guides. The most common learning themes included (1) strategies for performing a neurologic examination, (2) techniques for eliciting a neurologic history, and (3) importance of detail and thoroughness of the history and examination.Conclusions: Our study demonstrated that there was a significant increase in structured observation by students of neurologic bedside skills with the inclusion of a scheduled modeling experience, and we provide a qualitative description of the most common learning themes associated with this experience. Neurology ® 2017;88:e236-e239 GLOSSARY CI 5 confidence interval.In the modern medical era, bedside skills have become devalued with increased reliance on medical technological advances and the electronic health record. Numerous editorial and opinion articles have been published in recent years highlighting the decline in bedside skills education for medical trainees and the effect of this on patient care.1-4 Despite this knowledge, it is currently estimated that only 8%-19% of learning is done in the presence of the patient.5 Barriers to bedside teaching include devaluation of teaching and inadequate faculty development to promote bedside teaching skills among faculty.6,7 Modeling of clinical encounters has been shown to improve both physical examination and procedural skills, and can be effective for teaching humanism and professionalism values. 8-10The aim of this study was to evaluate whether a scheduled modeling experience for third-year medical students starting their neurology clerkship increased overall student exposure to clinical skills modeling during the clerkship. In addition, we intended to discover using qualitative thematic analysis what specific learning points were acquired during the experience. Dentistry third-year neurology clerks participated in a pilot aimed at ...

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Effect of Bedside Physical Diagnosis Training on Third-Year Medical Students' Physical Exam Skills

Abstract: Bedside physical diagnosis rounds appear to have elevated the overall OSCE score for 3rd-year medical students.

Cited by 10 publications

References 11 publications

Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

For the General Internist: A Summary of Key Innovations in Medical Education

Education Research: Positive effect of scheduled faculty modeling on clerkship student bedside skills exposure and learning

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