“Evaluation of a best practice approach to assess undergraduate clinical skills in Paediatrics”

Stollar, Fabiola; Cerutti, Bernard; Aujesky, Susanne; Nendaz, Mathieu; Galetto-Lacour, Annick

doi:10.1186/s12909-020-1954-7

Cited by 6 publications

(4 citation statements)

References 28 publications

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“…believe that one of the proper evaluation methods to assess the clinical skills of the students is the OSCE method which has appropriate criteria for clinical evaluation of the students. [ 29 30 31 ] The results of the study by Gandomkar and Amini also showed that among the clinical skills evaluation tests, OSCE test is the most used test in the clinical medical courses in Iran. [ 32 33 34 ] Results of the study by Rafiee et al .…”

Section: Discussionmentioning

confidence: 99%

Designing a comprehensive clinical competency test for operating room technology student

Yazdimoghaddam

Samadipour

Ghardashi³

et al. 2021

Journal of Education and Health Promotion

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BACKGROUND: The ultimate goal in educating medical students is to train skilled workforce who by obtaining the required knowledge of the discipline, personal and professional skills, and attitudes to enter the national health-care system. This study was conducted with the goal of designing a comprehensive clinical competency test of operating room technology student using the Delphi technique, and then, the clinical skills of the operating room technology students of the paramedical school were assessed using the CIPP evaluation model. MATERIALS AND METHODS: The present study was conducted in the University of Medical Sciences to evaluate clinical skills with Delphi technique and CIPP evaluation model. This was a mixed methods study. Purposive sampling method was employed in the qualitative stage, and a census was conducted in the quantitative part. A comprehensive clinical competency test was designed in this research using the Delphi technique and was conducted with 18 students. Then, clinical skills evaluation was performed by descriptive-analytical statistical tests and evaluator's observation using the CIPP model. RESULTS: The comprehensive clinical competencies test of the surgical technology students was designed in four sections: content, evaluation method, test conditions, and the criteria for passing the comprehensive test. The results in the implementation stage showed that the operating room technology students had a range of excellent to weak performances in exhibiting basic skills at different levels. CONCLUSIONS: The results of the present study showed that the comprehensive test, designed based on the Delphi technique of experts, and using the CIPP model can be a good criterion for the evaluation of the operating room technology students before entering the clerkship.

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Section: Discussionmentioning

confidence: 99%

Designing a comprehensive clinical competency test for operating room technology student

Yazdimoghaddam

Samadipour

Ghardashi³

et al. 2021

Journal of Education and Health Promotion

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“…This difference may be explained by the fact that medical students taking the exam in May have less overall clinical experience. [17] Comparing e-learning and traditional seminars To compare the e-learning and lecture formats, two e-learning modules (on constipation and gastroesophageal re ux) were taught exclusively using traditional seminars (the 2016-17 academic intake) and exclusively using e-learning modules (the 2017-18 academic intake). Seminars were given by the authors of the e-learning modules so as to maximize similarities between the learning content in the seminars and e-learning modules.…”

Section: Pediatric Exam Evaluation Methodsmentioning

confidence: 99%

E-learning Modules to Improve Clinical Reasoning and Practice: a Prospective Comparative Study

Stollar

Cerutti

Aujesky

et al. 2021

Preprint

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Background: Controversy remains about how successfully e-learning can improve clinical skills and knowledge acquisition. Our study's main objective was to compare the effects of e-learning versus traditional education on medical students' reasoning and how they applied their knowledge to clinical skills by evaluating their performance in a pediatrics exam based on key features. Our secondary objectives were to assess the factors associated with e-learning that might influence exam scores and to evaluate medical students' satisfaction with these two learning methods. Methods: Prospective observational study of two pediatric clerkship cohorts (2016–17 and 2017–18) of fourth-year medical students at the University of Geneva's Faculty of Medicine, Switzerland. All students participated in a standardized program of traditional seminars and e-learning using case-based scenarios. To compare the two learning methods, we taught two subjects using traditional seminars in 2016–17 and then using e-learning modules in 2017–18. To evaluate factors that might have influenced e-learning's effects, we monitored the use of all the e-learning modules studied in the months preceding the pediatric exam. Student satisfaction was evaluated using a questionnaire of four-point Likert scale-like items. Results: We included 299 medical students. Students using interactive e-learning modules had the same median scores for exam questions associated with e-learning as students who attended traditional seminars (median 80%, IQR 67%–100% vs. median 80%, IQR 67%–100%; p=0.975). A linear regression model showed an association between the scores for exam questions associated with e-learning and the number of quizzes taken and sex. Even though the overall satisfaction with the two learning methods was similar, students claimed that they learned more in e-learning than in traditional seminars, that learning objectives were better explained in e-learning modules, and that traditional seminars were better integrated into the curriculum.Conclusions: We found no evidence of a difference in students’ reasoning and how they applied their knowledge to clinical skills between e-learning and traditional seminar-based methods. The number of quizzes taken and being a female student were factors associated with better scores. Overall, students were satisfied with both learning methods, but they claimed that they learned more with e-learning.

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“…Experimental questions ( Figure 1 ) were asked in the same session of the following year to avoid a "session effect", as we had previously shown in a retrospective study that our students were more likely to get higher scores in exams taken in the second session (January) than in the first (May). This difference could be explained by the fact that medical students taking exams in May have less overall clinical experience 18 .…”

Section: Factors Influencing Scores In Subjects Taught Using E-learningmentioning

confidence: 99%

E-learning modules to improve clinical reasoning and practice: a prospective comparative study

Stollar,

Cerutti,

Aujesky

et al. 2024

MedEdPublish

Self Cite

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Background Controversy remains about whether e-learning can improve clinical competences. Our study aimed to compare the effects of e-learning versus traditional education on medical students' reasoning and how they applied their knowledge to clinical competences, assess factors associated with e-learning that might influence exam scores, and evaluate medical students' satisfaction with these two learning methods. Methods Prospective study of 299 medical students in two fourth-year pediatric clerkship cohorts (2016–17 and 2017–18) in Switzerland. Results We found no evidence of a difference in students' reasoning or how they applied their knowledge to competences in clinical case resolution, whether they had followed e-learning modules or attended traditional lectures. The number of quizzes taken and being female were factors associated with better scores. Even though overall satisfaction with the two learning methods was similar, students claimed that they learned more in e-learning than in traditional lectures and that e-learning explained learning objectives better. Conclusions E-learning could be used as a supplement or alternative to traditional face-to-face medical teaching methods without compromising teaching quality. E-learning modules should be better integrated into medical students' curricula but avoid the risk of curriculum overload, especially in case of repeated COVID-like context.

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“Evaluation of a best practice approach to assess undergraduate clinical skills in Paediatrics”

Cited by 6 publications

References 28 publications

Designing a comprehensive clinical competency test for operating room technology student

Designing a comprehensive clinical competency test for operating room technology student

E-learning Modules to Improve Clinical Reasoning and Practice: a Prospective Comparative Study

E-learning modules to improve clinical reasoning and practice: a prospective comparative study

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