This study assessed the clinical performance of 150 third-year medicalstudents in Busan, Korea in a whole-task emergency objective structured clinical examination station that simulated a patient with palpitations visiting the emergency department. The examination was conducted from November 25 to 27, 2019. Clinical performance was assessed as the number and percentage of students who performed history-taking (HT), a physical examination (PE), an electrocardiography (ECG) study, patient education (Ed), and clinical reasoning (CR), which were items on the checklist. It was found that 18.0% of students checked the patient’s pulse, 51.3% completed an ECG study, and 57.9% explained the results to the patient. A sizable proportion (38.0%) of students did not even attempt an ECG study. In a whole-task emergency station, students showed good performance on HT and CR, but unsatisfactory results for PE, ECG study, and Ed. Clinical skills educational programs for subjected student should focus more on PE, timely diagnostic tests, and sufficient Ed.
Citations
Citations to this article as recorded by
Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study Sun Kim, A Ra Cho, Chul Woon Chung Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef
Comparing the cut score for the borderline group method and borderline regression method with norm-referenced standard setting in an objective structured clinical examination in medical school in Korea Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji, Ji Ho Ryu Journal of Educational Evaluation for Health Professions.2021; 18: 25. CrossRef
Purpose The objective of this study was to evaluate the authenticity, acceptability, and feasibility of a hybrid station that combined a standardized patient encounter and a simulated Papanicolaou test.
Methods We introduced a hybrid station in the routine clinical skills examination (CSE) for 335 third-year medical students at 4 universities in Korea from December 1 to December 3, 2014. After the tests, we conducted an anonymous survey on the authenticity, acceptability, and feasibility of the hybrid station.
Results A total of 334 medical students and 17 professors completed the survey. A majority of the students (71.6%) and professors (82.4%) agreed that the hybrid station was more authentic than the standard CSE. Over 60 percent of the students and professors responded that the station was acceptable for assessing the students’ competence. Most of the students (75.2%) and professors (82.4%) assessed the required tasks as being feasible after reading the instructions.
Conclusion Our results showed that the hybrid CSE station was a highly authentic, acceptable, and feasible way to assess medical students’ performance.
Citations
Citations to this article as recorded by
From Research to Practice in OBGYN: How to Critically Interpret Studies in Implementation Rebecca F. Hamm, Michelle H. Moniz Clinical Obstetrics & Gynecology.2022; 65(2): 277. CrossRef
Clinical performance of medical students in Korea in a whole-task emergency station in the objective structured clinical examination with a standardized patient complaining of palpitations Song Yi Park, Hyun-Hee Kong, Min-Jeong Kim, Yoo Sang Yoon, Sang-Hwa Lee, Sunju Im, Ji-Hyun Seo Journal of Educational Evaluation for Health Professions.2020; 17: 42. CrossRef
To the Point: The expanding role of simulation in obstetrics and gynecology medical student education Elise N. Everett, David A. Forstein, Susan Bliss, Samantha D. Buery-Joyner, LaTasha B. Craig, Scott C. Graziano, Brittany S. Hampton, Laura Hopkins, Margaret L. McKenzie, Helen Morgan, Archana Pradhan, Sarah M. Page-Ramsey American Journal of Obstetrics and Gynecology.2019; 220(2): 129. CrossRef