Oh, What You Can See: The Role of Observation in Medical Student Education

Hanson, Janice L.; Bannister, Susan L.; Clark, Alexandra; Raszka, William V.

doi:10.1542/peds.2010-2538

Cited by 23 publications

(15 citation statements)

References 17 publications

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“…Although such approaches are time and resource intensive, several articles support the value of direct observation in assessing learner competencies. 123–126 …”

Section: Discussionmentioning

confidence: 99%

Tools to Assess Behavioral and Social Science Competencies in Medical Education: A Systematic Review

et al. 2016

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Purpose Behavioral and social science (BSS) competencies are needed to provide quality health care, but psychometrically validated measures to assess these competencies are difficult to find. Moreover, they have not been mapped to existing frameworks, like those from the Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME). This systematic review aimed to identify and evaluate the quality of assessment tools used to measure BSS competencies. Method The authors searched the literature published between January 2002 and March 2014 for articles reporting psychometric or other validity/reliability testing, using OVID, CINAHL, PubMed, ERIC, Research and Development Resource Base, SOCIOFILE, and PsycINFO. They reviewed 5,104 potentially relevant titles and abstracts. To guide their review, they mapped BSS competencies to existing LCME and ACGME frameworks. The final, included articles fell into three categories: instrument development, which were of the highest quality; educational research, which were of the second highest quality; and curriculum evaluation, which were of lower quality. Results Of the 114 included articles, 33 (29%) yielded strong evidence supporting tools to assess communication skills, cultural competence, empathy/compassion, behavioral health counseling, professionalism, and teamwork. Sixty-two (54%) articles yielded moderate evidence and 19 (17%) weak evidence. Articles mapped to all LCME standards and ACGME core competencies; the most common was communication skills. Conclusions These findings serve as a valuable resource for medical educators and researchers. More rigorous measurement validation and testing and more robust study designs are needed to understand how educational strategies contribute to BSS competency development.

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“…Although such approaches are time and resource intensive, several articles support the value of direct observation in assessing learner competencies. 123–126 …”

Section: Discussionmentioning

confidence: 99%

Tools to Assess Behavioral and Social Science Competencies in Medical Education: A Systematic Review

et al. 2016

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“…Parmi ces mesures, citons la sensibilisation contre la consommation d'alcool durant la grossesse ainsi que la supplémentation périconceptionnelle en acide folique [6, 7]. …”

Section: Aux Editeurs Du Journal Panafricain De Médecineunclassified

Malformations congénitales à Lubumbashi (République Démocratique du Congo): à propos de 72 cas observés et plaidoyer en faveur du développement d’un Registre National des Malformations Congénitales et d’un Centre National de Référence de Génétique Humaine

Lubala¹,

Shongo²,

Munkana³

et al. 2012

Pan Afr Med J

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En République Démocratique du Congo, les malformations congénitales constituent un véritable problème de santé publique. En effet, elles relancent le débat sur les effets de l'intensification de l'activité minière sur la santé de la reproduction. De 2009 à 2010, nous avons calculé une prévalence de 5.84 pour 1000 naissances. Les malformations du système nerveux central étaient les plus fréquentes (2.029 pour 1000) suivies des malformations des membres (1.055 pour 1000), et des fentes oro-faciales (0.811 pour 1000). Ces données sont certainement largement sous-estimées et les causes y relatives en République Démocratique du Congo ne sont ni surveillées, ni prévenues dans le cadre d'une politique gouvernementale. La mise en place d'un registre national et d'un centre national de génétique humaine de référence pourrait constituer un cadre rigoureux, organisé et structuré de surveillance et de prévention des malformations congénitales.

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“…Interaction with experienced PAs or NPs on the service also provides returning students with the opportunity to work with fellow professionals from different backgrounds. In addition, this model incorporates direct observation of history taking and physical exam skills throughout the week, which should provide students with timely and tailored feedback that they can then apply to future patient encounters 2 . Although the activities described in this model are based on the schedule of one institution, any institution with hospitalist‐based services should be able to adapt the model, even if formal medical record or student training workshops are unavailable.…”

Section: Discussionmentioning

confidence: 99%