Procedural and Interpretive Skills of Medical Students: Experiences and Attitudes of Fourth-Year Students

Wu, Edward H.; Elnicki, D. Michael; Alper, Eric J.; Bost, James E.; Corbett, Eugene C.; Fagan, Mark J.; Mechaber, Alex J.; Ogden, Paul E.; Sebastian, James; Torre, Dario

doi:10.1097/acm.0b013e318183c5a7

Cited by 57 publications

(45 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is often the first time students are required to take their knowledge out of the classroom and apply it to patients in the hospital. In addition to the clinical knowledge that must be developed, understanding of and continued refinement of technique must be practiced across a wide range of procedures [1-4]. …”

Section: Introductionmentioning

confidence: 99%

Successful intravenous catheterization by medical students

Woelfel

Takabe

2016

Journal of Surgical Research

View full text Add to dashboard Cite

Background Intravenous (IV) catheter placement is one of the most basic and essential medical procedures. However, IV placement can be a source of anxiety for medical students as it is often their first procedural patient care. We sought to investigate the factors that impact the success rate of this skill and to determine at what rate students improve. Materials and methods A confidential web-based survey was distributed to a total of 367 third and fourth year students at Virginia Commonwealth University School of Medicine. The responses were collected over a 2-week period in July 2015. Results The response rate was 49.0% (180/367). 65.5% of the M3s and 21.8% of the M4s have never had an opportunity to place an IV. The success rate was higher in students with prior experience as laboratory researchers (86.6%, p=0.014) as well as Emergency Medical Technicians (81.4%, p=0.038) when compared to students with no experience. Prior preparation such as reading, watching videos or even lectures did not increase the success rate. Success rates rapidly improved from 47% for the first attempt to 86% for the fifth attempts. Conclusion A significant percentage of students did not have opportunities to attempt IV catheter placement. We found prior experience, not only as an EMT but also as a lab researcher, significantly increased the success rate. Prior preparations did not improve success rate and most of the students were successful after only 5 attempts.

show abstract

Section: Introductionmentioning

confidence: 99%

Successful intravenous catheterization by medical students

Woelfel

Takabe

2016

Journal of Surgical Research

View full text Add to dashboard Cite

show abstract

“…6 Studies have shown that fourth-year students are aware of specific deficits, like the musculoskeletal examination and procedural skills, and of broader deficits which include medical decision making, differential diagnosis, and fund of knowledge. [7][8][9] Students can use the fourth year to address these deficits. Alternatively, students may prepare for internship, audition for residencies, conduct research, create unique experiences, or sample courses that will be henceforth unavailable.…”

mentioning

confidence: 99%

Course Offerings in the Fourth Year of Medical School

Gallagher

Willett

et al. 2015

Academic Medicine

View full text Add to dashboard Cite

The fourth year of medical school remains controversial, despite efforts to reform it. A committee from the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine examined transitions from medical school to internship with the goal of better academic advising for students. In 2013 and 2014, the committee examined published literature and the Web sites of 136 Liaison Committee on Medical Education-accredited schools for information on current course offerings for the fourth year of medical school. The authors summarized temporal trends and outcomes when available.Subinternships were required by 122 (90%) of the 136 schools and allow students to experience the intern's role. Capstone courses are increasingly used to fill curricular gaps. Revisiting basic sciences in fourth-year rotations helps to reinforce concepts from earlier years. Many schools require rotations in specific settings, like emergency departments, intensive care units, or ambulatory clinics. A growing number of schools require participation in research, including during the fourth year. Students traditionally take fourth-year clinical electives to improve skills, both within their chosen specialties and in other disciplines. Some students work with underserved populations or seek experiences that will be henceforth unavailable, whereas others use electives to "audition" at desired residency sites. Fourth-year requirements vary considerably among medical schools, reflecting different missions and varied student needs. Few objective outcomes data exist to guide students' choices. Nevertheless, both medical students and educators value the fourth year of medical school and feel it can fill diverse functions in preparing for residency.

show abstract

“…In order to meet this aspiration, curricula of many medical schools state the clinical practical skills so that students must demonstrate competence by the time they graduate, yet many graduate without learning these mostly common and some potentially lifesaving skills to the detriment of the quality of care for patients (Moercke & Eika, 2002;Colberly & Godenhar, 2006;Elango et al, 2007;Wu et al, 2008;Promes et al, 2009;Institute for Health Care Improvement, 2010).…”

Section: Introductionmentioning

confidence: 99%

Medical Students’ Knowledge of Clinical Practical Procedures: Relationship with Clinical Competence

Katowa-Mukwato¹,

Banda²

2014

View full text Add to dashboard Cite

Clinical competence is an attribute expected of every practicing doctor while proficiency in procedural skills is a requirement by certifying bodies. To attain competency in the performance of procedural/psychomotor skills, possession of conceptual knowledge has been documented as a fundamental pre-requisite in reference to medical education literature. At the University Of Zambia School Of Medicine, the matter of cognitive knowledge in relation to competence in clinical practical skills for undergraduate medical students was investigated in a project which was conducted in 2013. Fifty-six (56) students from a class of 60 (93% response rate) of the final year medical students' class of 2012/2013 completed a Multiple Choice Question (MCQ) knowledge test which was administered to ascertain the level of knowledge on 14 selected clinical practical procedures. Knowledge levels of clinical practical procedures of the final year medical students were found to be inadequate represented by a 39% pass rate with students' scores lower than the Angoff determined pass mark on most items. Expectedly, students were more knowledgeable in those procedures where they were formally taught and those where there was a high likelihood of being assessed. The correlation between knowledge and self-perceived competence was positive Spearman rho of 0.360, while a negative correlation was recorded between knowledge and manifest competence (objectively measured competence) Pearson r −.116. The positive correlation between knowledge and self-perception of competence is an indication of the role of knowledge in improving self-concept about a skill, which may consequently lead to improved performance.

show abstract

Procedural and Interpretive Skills of Medical Students: Experiences and Attitudes of Fourth-Year Students

Abstract: A majority of fourth-year medical students still have never performed important procedures, and a substantial minority have not performed basic procedures.

Cited by 57 publications

References 4 publications

Successful intravenous catheterization by medical students

Successful intravenous catheterization by medical students

Course Offerings in the Fourth Year of Medical School

Medical Students’ Knowledge of Clinical Practical Procedures: Relationship with Clinical Competence

Contact Info

Product

Resources

About