Can training in musculoskeletal examination skills be effectively delivered by undergraduate students as part of the standard curriculum?
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Objectives. There is a need to improve competence of musculoskeletal system (MSS) examination in medical students and junior doctors. Peer-assisted learning (PAL) is a technique whereby students learn from and with each other. This study aimed to determine whether PAL can be integrated into standard undergraduate medical curricula to improve MSS examination using the gait, arms, legs, spine (GALS) screening tool. Methods. Fifty final-year students (trainers) were trained using GALS for MSS examination while attending a standard clinical medical attachment at Glasgow Royal Infirmary. These students delivered GALS training to a further 159 students (trainees). Pre/post-confidence questionnaire (100-mm visual analogue scale) and written feedback were obtained. Final Objective Structured Clinical Examination (OSCE) scores from an MSS station were compared with a control group of 229 students randomized to other hospitals for the standard MSS training. Results. Analysis of completed trainer questionnaires (30/50) showed increased confidence in all parts of GALS after training [<47 (19) cf. >88 (12); P < 0.005]. Similarly, confidence in trainees (136/159) who answered the questionnaire increased [<43 (19) cf. >85 (15); P < 0.005]. Written comments highlighted that students would recommend PAL. OSCE results showed 84% (192/229) of students in the control group passed the MSS station, with 87% (139/159) of trainees (P = 0.3) and 100% (50/50) of trainers (P < 0.01). Conclusions. MSS examination skills are improved by integrating PAL into the undergraduate medical curriculum, with student confidence being increased, and higher OSCE scores.Keywords:
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Formative and summative student assessment has always been of concern to medical teachers, and this is especially important at the level of graduating doctors. The effectiveness and comprehensiveness of the clinical training provided is tested with the use of clinical cases, either with real patients who have genuine medical conditions, or with the use of standardised patients who are trained to simulate accurately actual patients. The Objective Structured Clinical Examination (OSCE) is one method of assessing the adequacy of clinical skills of medical students, and their level of competence. It can be used to test a variety of skills such as history taking (communication and interpersonal skills) and performing aspects of physical examination, undertaking emergency procedures, and interpreting investigational data. It can also be used to ensure an adequate depth and breadth of coverage of clinical skills expected of a graduating doctor.
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Objective Structured Clinical Examination(OSCE) is a model of clinical skills examination.We have applied OSCE in the graduate examination of medical colleges for three years.There are different requests for training teachers and Standardized Patients(SP),setting exam place,examiners and students and so on.OSCE is worth spreading as clinical ability examination in other medical education.
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In Guangzhou Medical College the patterns of graduation examination of the clinical medical students were reformed.Objective structured clinical examination(OSCE)was adopted in graduation examination,which consisted of close written test of clinical theories,practical test of clinical skills and also oral test of related theories.It proved that the patterns could evaluate the teaching effect compreheusively and objectively,and led the practitioners to attach more importance to the combination of clinical practice and theories,thus leading to better clinical teaching.
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Objective structured clinical examination; Clinical medicine; Graduation examination
Graduation (instrument)
Oral examination
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Objective To explore the methods for examination and assessment of clinical practice ability of medical students. Methods Based on the three-station clinical skill examination,a nine-station objective structured clinical examination(OSCE)was established,and used in 740 medical students for examination and assessment of their ability in clinical work,and,at the same time,aquestionnaire survey was conducted in 740 medical students for their appraisal of OSCE. Results The OSCE scores of 7-year program medical students were higher than that of 5-year program medical students(t=7.860,P0.01).The losing rate was 11%-28%in each test station,history taking,clinical basic skills and case analysis being the highest in the loss.More than 95% of the students thought OSCE was objective and fair,which could reflect the clinical practice ability of medical students.The OSCE was regarded as having a higher practicality and manipuility. Conclusion OSCE can objectively reflect the clinical practice ability of medical students.
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Objective structured clinical examination (OSCE) is a kind of objective and orderly assessment model,The five-year program students grade 2011 in clerkship was selected as the study object who had taken part in objective structured clinical practice examination.Through the analysis of examination results and the questionnaire on students as well,it is concluded that the examination is objective and feasible,which could assess medical students' clinical ability comprehensively and motivate medical students' enthusiasm in the period of practice.
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Objective structured clinical examination; Medical student; Practice examination
Graduation (instrument)
Final examination
Clinical Practice
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Objective To understand the situation and characteristic of medical students'clinical competence,and provide some guidance for the teaching reform.Methods The scores of objective structured clinical examination(OSCE) of the eight-year program medical students were analyzed.Results The mean score of the OSCE was 86.45,ranging from 70.36 to 94.07.The score of history taking (including communication),physical examination,and clinical operation was the highest,following by auxiliary examination and clinical thinking.The score of history taking was higher than that of communication skill.The excellence rate was varying among the five classes.Conclusions The students generally mastered the clinical competence,which is essential to the graduate students.Anyway,there still are some areas in need of improvement.
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Medical student; Clinical competence; Objective structured clinical examination; Examination analysis
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Objective Structured Clinical Examination(OSCE) is an examination methods to objectively assess the ability of medical students.that is to test the comprehensive capacity of medical students using models and Standardized Patient in a simulated clinical scenarios.Also it is a kind of comprehensive assessment method with knowledge,skills and attitudes.Jiangxi University of Traditional Chinese Medicine Clinical Skills Centre had made clinical skills training and examination 1 239 traditonal Chinese students who get into school in 2004 and 2005 durning 2007-2008 before they clinical practice,and took an objective structured clinical Examination(OSCE) 398 medical graduates who get into school in 2003 and 2004 with more objectively and comprehensively.It had got very good effect in assessing medicine stutents comprehensive ability by these examination.
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Oral examination
Competency Assessment
Educational measurement
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In order to explore the application effect of objective structured clinical examination ( OSCE), it was applied to the graduation examination of the students majoring in clinical medicine major in Zhongnan Hospital of Wuhan University.It showed that OSCE was a effective way to assess the competence of medical students and it was reliable to be used in graduation examination.
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Objective structured clinical examination; Clinical medicine; Graduation examination
Graduation (instrument)
Final examination
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Бұл зерттеужұмысындaКaно моделітурaлы жәнеоғaн қaтыстытолықмәліметберілгенжәнеуниверситетстуденттерінебaғыттaлғaн қолдaнбaлы (кейстік)зерттеужүргізілген.АхметЯссaуи университетініңстуденттеріүшін Кaно моделіқолдaнылғaн, олaрдың жоғaры білімберусaпaсынa қоятынмaңыздытaлaптaры, яғнисaпaлық қaжеттіліктері,олaрдың мaңыздылығытурaлы жәнесaпaлық қaжеттіліктерінеқaтыстыөз университетінқaлaй бaғaлaйтындығытурaлы сұрaқтaр қойылғaн. Осы зерттеудіңмaқсaты АхметЯсaуи университетіндетуризмменеджментіжәнеқaржы бaкaлaвриaт бaғдaрлaмaлaрыныңсaпaсынa қaтыстыстуденттердіңқaжеттіліктерінaнықтaу, студенттердіңқaнaғaттaну, қaнaғaттaнбaу дәрежелерінбелгілеу,білімберусaпaсын aнықтaу мен жетілдіружолдaрын тaлдaу болыптaбылaды. Осы мaқсaтқaжетуүшін, ең aлдыменКaно сaуaлнaмaсы түзіліп,116 студенткеқолдaнылдыжәнебілімберугежәнеоның сaпaсынa қaтыстыстуденттердіңтaлaптaры мен қaжеттіліктерітоптықжұмыстaрaрқылыaнықтaлды. Екіншіден,бұл aнықтaлғaн тaлaптaр мен қaжеттіліктерКaно бaғaлaу кестесіменжіктелді.Осылaйшa, сaпa тaлaптaры төрт сaнaтқa бөлінді:болуытиіс, бір өлшемді,тaртымдыжәнебейтaрaп.Соңындa,қaнaғaттaну мен қaнaғaттaнбaудың мәндеріесептелдіжәнестуденттердіңқaнaғaттaну мен қaнaғaттaнбaу деңгейлерінжоғaрылaту мен төмендетудеосытaлaптaр мен қaжеттіліктердіңрөліaйқын aнықтaлды.Түйінсөздер:сaпa, сaпaлық қaжеттіліктер,білімберусaпaсы, Кaно моделі.
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