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FAMULATUR PLUS – A successful model for improving students' physical examination skills?

Introduction/Project description: Several studies have revealed insufficient physical examination skills among medical students, both with regard to the completeness of the physical examination and the accuracy of the techniques used. FAMULATUR PLUS was developed in response to these findings. As pa...

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Autores principales: Jerg, Achim, Öchsner, Wolfgang, Traue, Harald, Jerg-Bretzke, Lucia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: German Medical Science GMS Publishing House 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5450436/
https://www.ncbi.nlm.nih.gov/pubmed/28584868
http://dx.doi.org/10.3205/zma001097
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author Jerg, Achim
Öchsner, Wolfgang
Traue, Harald
Jerg-Bretzke, Lucia
author_facet Jerg, Achim
Öchsner, Wolfgang
Traue, Harald
Jerg-Bretzke, Lucia
author_sort Jerg, Achim
collection PubMed
description Introduction/Project description: Several studies have revealed insufficient physical examination skills among medical students, both with regard to the completeness of the physical examination and the accuracy of the techniques used. FAMULATUR PLUS was developed in response to these findings. As part of this practice-oriented instructional intervention, physical examination skills should be taught through examination seminars and problem-oriented learning approaches. In order to ensure practical relevance, all courses are integrated into a 30-day clinical traineeship in the surgery or internal medicine department of a hospital (FAMULATUR PLUS). Research question: Does participation in the FAMULATUR PLUS project lead to a more optimistic self-assessment of examination skills and/or improved performance of the physical examination? Methodology: A total of 49 medical students participated in the study. The inclusion criteria were as follows: enrollment in the clinical studies element of their degree program at the University of Ulm and completion of the university course in internal medicine examinations. Based on their personal preferences, students were assigned to either the intervention (surgery/internal medicine; n=24) or the control group (internal medicine; n=25). All students completed a self-assessment of their physical examination skills in the form of a questionnaire. However, practical examination skills were only assessed in the students in the intervention group. These students were asked to carry out a general physical examination of the simulation patient, which was recorded and evaluated in a standardized manner. In both instances, data collection was carried out prior to and after the intervention. Results: The scores arising from the student self-assessment in the intervention (IG) and control groups (CG) improves significantly in the pre-post comparison, with average scores increasing from 3.83 (±0.72; IG) and 3.54 (±0.37; CG) to 1.92 (±0.65; IG) and 3.23 (±0.73; CG). The general physical examination, which was only assessed among the students in the intervention group, was performed more completely after the instructional intervention than prior to it. Discussion: On the basis of the data collected, it can be deduced that the FAMULATUR PLUS course has a positive effect on the self-assessment of medical students with regard to their physical examination skills. The validity of this conclusion is limited by the small sample size. In addition, it remains unclear whether a more positive self-assessment correlates with an objective improvement in physical examination skills.
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spelling pubmed-54504362017-06-05 FAMULATUR PLUS – A successful model for improving students' physical examination skills? Jerg, Achim Öchsner, Wolfgang Traue, Harald Jerg-Bretzke, Lucia GMS J Med Educ Article Introduction/Project description: Several studies have revealed insufficient physical examination skills among medical students, both with regard to the completeness of the physical examination and the accuracy of the techniques used. FAMULATUR PLUS was developed in response to these findings. As part of this practice-oriented instructional intervention, physical examination skills should be taught through examination seminars and problem-oriented learning approaches. In order to ensure practical relevance, all courses are integrated into a 30-day clinical traineeship in the surgery or internal medicine department of a hospital (FAMULATUR PLUS). Research question: Does participation in the FAMULATUR PLUS project lead to a more optimistic self-assessment of examination skills and/or improved performance of the physical examination? Methodology: A total of 49 medical students participated in the study. The inclusion criteria were as follows: enrollment in the clinical studies element of their degree program at the University of Ulm and completion of the university course in internal medicine examinations. Based on their personal preferences, students were assigned to either the intervention (surgery/internal medicine; n=24) or the control group (internal medicine; n=25). All students completed a self-assessment of their physical examination skills in the form of a questionnaire. However, practical examination skills were only assessed in the students in the intervention group. These students were asked to carry out a general physical examination of the simulation patient, which was recorded and evaluated in a standardized manner. In both instances, data collection was carried out prior to and after the intervention. Results: The scores arising from the student self-assessment in the intervention (IG) and control groups (CG) improves significantly in the pre-post comparison, with average scores increasing from 3.83 (±0.72; IG) and 3.54 (±0.37; CG) to 1.92 (±0.65; IG) and 3.23 (±0.73; CG). The general physical examination, which was only assessed among the students in the intervention group, was performed more completely after the instructional intervention than prior to it. Discussion: On the basis of the data collected, it can be deduced that the FAMULATUR PLUS course has a positive effect on the self-assessment of medical students with regard to their physical examination skills. The validity of this conclusion is limited by the small sample size. In addition, it remains unclear whether a more positive self-assessment correlates with an objective improvement in physical examination skills. German Medical Science GMS Publishing House 2017-05-15 /pmc/articles/PMC5450436/ /pubmed/28584868 http://dx.doi.org/10.3205/zma001097 Text en Copyright © 2017 Jerg et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at http://creativecommons.org/licenses/by/4.0/.
spellingShingle Article
Jerg, Achim
Öchsner, Wolfgang
Traue, Harald
Jerg-Bretzke, Lucia
FAMULATUR PLUS – A successful model for improving students' physical examination skills?
title FAMULATUR PLUS – A successful model for improving students' physical examination skills?
title_full FAMULATUR PLUS – A successful model for improving students' physical examination skills?
title_fullStr FAMULATUR PLUS – A successful model for improving students' physical examination skills?
title_full_unstemmed FAMULATUR PLUS – A successful model for improving students' physical examination skills?
title_short FAMULATUR PLUS – A successful model for improving students' physical examination skills?
title_sort famulatur plus – a successful model for improving students' physical examination skills?
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5450436/
https://www.ncbi.nlm.nih.gov/pubmed/28584868
http://dx.doi.org/10.3205/zma001097
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