Medical students’ logbook case loads do not predict final exam scores in surgery clerkship

Abstract

PurposeTo investigate the reliability of medical student logbook data in assessing student performance and predicting outcomes in an objective standardized clinical exam and a multiplechoice exam during surgery rotation. In addition, we examined the relationship between exam performance and the number of clinical tutors per student.Materials and methodsA retrospective review of the logbooks of first and third clinical year medical students at the Faculty of Medicine, Kuwait University, was undertaken during their surgery rotation during the academic year 2012–2013.ResultsLogbooks of 184 students were reviewed and analyzed. There were 92 and 93 students in the first and third clinical years, respectively. We did not identify any correlation between the number of clinical encounters and clinical exam or multiple-choice exam scores; however, there was an inverse relationship between the number of clinical tutors encountered during a rotation and clinical exam scores.ConclusionOverall, there was no correlation between the volume of self-reported clinical encounters and exam scores. Furthermore, an inverse correlation between the number of clinical tutors encountered and clinical exam scores was detected. These findings indicate a need for reevaluation of the way logbook data are entered and used as an assessment tool.

The value of logbooks in learning the hidden curriculum and practicing written reflection

“…We read the letter by Joshi et al and would like to thank them for their valuable comments regarding our work. 1 We agree that the concept of “the hidden curriculum” is a very important one. 2 One of the main objectives from our paper is to attempt to correlate the progress done on the logbook with exam scores, and we found that higher volume of case encounters did not translate into better exam scores.…”

“…We read with great interest the article by Alabbad et al 1 that showed a lack of correlation between the volume of self-reported clinical cases medical students completed and subsequent exam scores. However, we believe that logbooks have value outside of preparation for objective structured clinical examinations and written papers: ensuring students gain experience of the hidden curriculum and providing an opportunity to practice written reflection.…”

A paediatric logbook: Millstone or milestone?

“…There are scant data on the predictive value of recorded experiences. Two studies of logbooks for undergraduate medical students did not demonstrate an association between a higher caseload volume and higher marks 19,20 . Expert feedback and deliberate practice may improve learning more than volume of clinical encounters in isolation.…”

“…Two studies of logbooks for undergraduate medical students did not demonstrate an association between a higher caseload volume and higher marks. 19,20 Expert feedback and deliberate practice may improve learning more than volume of clinical encounters in isolation. However, quality feedback depends on expert, motivated teachers.…”

Using Logbooks to Enhance Students’ Learning: Lessons From a Mixed-methods Study in an Undergraduate Surgical Rotation

“…The use of logbooks to enhance learning is well-known in the educational enterprise, including medicine, where they have numerous advantages to learners, instructors, and educational institutions [1][2][3]. Logbooks are applied in training programs based on the philosophy of the collection of evidence that learning has taken place [4,5].…”