Journal of Educational Evaluation for Health Professions

Brief Reports

How prepared are medical students to diagnose and manage common ocular conditions: Elizabeth Shanika Esparaz, S. Bruce Binder, Nicole J. Borges; J Educ Eval Health Prof. 2014;11:29. Published online November 23, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.29

24,547 View
140 Download
7 Web of Science
7 Crossref

It is essential that primary care physicians have a solid fund of knowledge of the diagnosis and management of common eye conditions as well as ocular emergencies, as management of these diseases commonly involves appropriate referral to an ophthalmologist. Thus, it is crucial to receive comprehensive clinical knowledge of ophthalmic disease in the primary care setting during medical school. This study investigated how well prepared medical students are to diagnose and manage common ocular conditions. The study used scores from a standardized 12-question quiz administered to fourth-year medical students (N = 97; 88% response rate) and second-year medical students (N = 97; 97% response rate). The quiz comprising diagnosis and referral management questions covered the most frequently tested ophthalmology topics on board exams and assessed students’ ability to recognize when referral to an ophthalmologist is appropriate. Fourth-year medical students had quiz scores ranging from 0%-94.5% with an average score of 68.7%. Second-year students had quiz scores ranging from 27.2%–86.4%, with an average score of 63.8%. Passing rate was 70%. Student’s t-test showed fourth-year students had a significantly higher quiz average (P = 0.003). In general, both classes performed better on diagnostic questions (fourth-year, 73.7%; second year, 65.8%) rather than on management questions (fourth-year, 64.8%; second year, 61.8%). Both second-year and fourth-year students on average fell short on passing the ophthalmology proficiency quiz, and in general students were more adept at diagnosing rather than managing ocular conditions and emergencies.

Citations

Citations to this article as recorded by

A Systematic Review of Ophthalmology Education in Medical Schools
Sascha K.R. Spencer, Patrick A. Ireland, Jorja Braden, Jenny L. Hepschke, Michael Lin, Helen Zhang, Jessie Channell, Hessom Razavi, Angus W. Turner, Minas T. Coroneo, Boaz Shulruf, Ashish Agar
Ophthalmology.2024;[Epub] CrossRef
The Decline of Basic Ophthalmology in General Medical Education: A Scoping Review and Recommended Potential Solutions
Jennifer Liao, Robin Redmon Wright, Gargi K Vora
Journal of Medical Education and Curricular Development.2024;[Epub] CrossRef
Matching of advanced undergraduate medical students’ competence profiles with the required competence profiles of their specialty of choice for postgraduate training
Lea Jebram, Sarah Prediger, Viktor Oubaid, Sigrid Harendza
BMC Medical Education.2023;[Epub] CrossRef
Assessment of Ophthalmology Teaching and its Impact on the Choice of Future Specialties Among Medical Students of Jazan University
Ismail Abuallut, Eman Hurissi, Bandar M Abuageelah, Mona Alfaifi, Alshomokh Hakami, Alanoud Qadri, Afnan Hakami, Saleh Ghulaysi
Cureus.2023;[Epub] CrossRef
Medical Schools’ Ophthalmology Course: An Appraisal by Ophthalmology Residents
Yahya Abdulrahman Al-Najmi, Ahmed Hussein Subki, Nazih Suwalih Alzaidi, Nadeem Shafique Butt, Alaa Abdulhamid Alsammahi, Firas Mohamed Madani, Mohammed Saad Alsallum, Rakan Salah Al-Harbi, Nizar Mohammed Alhibshi
International Journal of General Medicine.2021; Volume 14: 8365. CrossRef
Quantitative analysis of medical students’ and physicians’ knowledge of degenerative cervical myelopathy
Mueez Waqar, Jane Wilcock, Jayne Garner, Benjamin Davies, Mark Kotter
BMJ Open.2020; 10(1): e028455. CrossRef
Ophthalmology training and competency levels in caring for patients with ophthalmic complaints among United States internal medicine, emergency medicine, and family medicine residents
Christopher Daniel Gelston, Jennifer Landrigan Patnaik
Journal of Educational Evaluation for Health Professions.2019; 16: 25. CrossRef

Strengthening student communication through pediatric simulated patient encounters: Ryan Whitt, Gregory Toussaint, S. Bruce Binder, Nicole J. Borges; J Educ Eval Health Prof. 2014;11:21. Published online August 17, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.21

23,104 View
148 Download
4 Web of Science
5 Crossref

Abstract PDF

As medical students enter the role of physician, clinical outcomes not only rely on their mastery of clinical knowledge, but also on the effectiveness in which they can communicate with patients and family members. While students typically have numerous opportunities to practice clinical communication with adult patients, such practice in pediatric settings is limited. This study examines if simulated patient (SP) encounters strengthen third-year medical students’ communication skills during the pediatrics clerkship. During 2011-2013, three SP encounters (comprising 3 pediatric scenarios) were incorporated into a pediatrics clerkship at one United States medical school to give students a safe venue to practice advanced communication with observation and direct feedback. Third-year medical students engaged in the scenarios and received both written and oral feedback from an evaluator observing the encounter. With IRB approval, students’ self-perceived confidence and abilities at performing the advanced communication skills were measured using an eightitem, Likert scale questionnaire administered pre and post the SP encounter. Pre- and post-questionnaires (n = 215; response rate, 96%) analyzed using a Wilcoxon-matched pairs signed-rank test demonstrated statistically significant increases in students’ perception of their confidence and abilities regarding their performance (P < 0.05; Bonferroni correction, P < 0.006). There was an increases in student confidence and self-perceived ability in: first, communicating with children and family members of young patients; second, managing confrontational situations involving parents; third, performing a thorough psychosocial history with an adolescent; and fourth, using Evidence Based Medicine to motivate parents.

Citations

Citations to this article as recorded by

A comparative analysis of student, educator, and simulated parent ratings of video-recorded medical student consultations in pediatrics
Clare C. Sullivan, Daire M. O’Leary, Fiona M. Boland, Claire M. Condron, Claire M. Mulhall, Walter J. Eppich
Advances in Simulation.2024;[Epub] CrossRef
Preparing for Pediatrics: Experiential Learning Helps Medical Students Prepare for Their Clinical Placement
Clare Sullivan, Claire Condron, Claire Mulhall, Mohammad Almulla, Maria Kelly, Daire O'Leary, Walter Eppich
Frontiers in Pediatrics.2022;[Epub] CrossRef
Improving Patient- and Family-Centered Communication in Pediatrics: A Review of Simulation-Based Learning
Eleanor Peterson, Rebecca Morgan, Aaron Calhoun
Pediatric Annals.2021;[Epub] CrossRef
‘Demystifying’ the encounter with adolescent patients: a qualitative study on medical students’ experiences and perspectives during training with adolescent simulated patients
Yusuke Leo Takeuchi, Raphaël Bonvin, Anne-Emmanuelle Ambresin
Medical Education Online.2021;[Epub] CrossRef
Student Perception of Preparedness for Clinical Management of Adults With Lifelong Disability Using a Standardized Patient Assessment
Lisa Dannemiller, Elshimaa Basha, Wendy Kriekels, Amy Nordon-Craft
Journal of Physical Therapy Education.2017; 31(4): 76. CrossRef

First
Prev
Page of 1
Next
Last

Search