Cargando…
How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE)
BACKGROUND: Little is known about using the Objective Structured Clinical Examination (OSCE) in physical diagnosis courses. The purpose of this study was to describe student performance on an OSCE in a physical diagnosis course. METHODS: Cross-sectional study at Harvard Medical School, 1997–1999, fo...
Autores principales: | , , , , , |
---|---|
Formato: | Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2002
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC80153/ https://www.ncbi.nlm.nih.gov/pubmed/11888484 http://dx.doi.org/10.1186/1472-6920-2-1 |
_version_ | 1782120182369484800 |
---|---|
author | Hamann, Claus Volkan, Kevin Fishman, Mary B Silvestri, Ronald C Simon, Steven R Fletcher, Suzanne W |
author_facet | Hamann, Claus Volkan, Kevin Fishman, Mary B Silvestri, Ronald C Simon, Steven R Fletcher, Suzanne W |
author_sort | Hamann, Claus |
collection | PubMed |
description | BACKGROUND: Little is known about using the Objective Structured Clinical Examination (OSCE) in physical diagnosis courses. The purpose of this study was to describe student performance on an OSCE in a physical diagnosis course. METHODS: Cross-sectional study at Harvard Medical School, 1997–1999, for 489 second-year students. RESULTS: Average total OSCE score was 57% (range 39–75%). Among clinical skills, students scored highest on patient interaction (72%), followed by examination technique (65%), abnormality identification (62%), history-taking (60%), patient presentation (60%), physical examination knowledge (47%), and differential diagnosis (40%) (p < .0001). Among 16 OSCE stations, scores ranged from 70% for arthritis to 29% for calf pain (p < .0001). Teaching sites accounted for larger adjusted differences in station scores, up to 28%, than in skill scores (9%) (p < .0001). CONCLUSIONS: Students scored higher on interpersonal and technical skills than on interpretive or integrative skills. Station scores identified specific content that needs improved teaching. |
format | Text |
id | pubmed-80153 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2002 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-801532002-03-13 How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE) Hamann, Claus Volkan, Kevin Fishman, Mary B Silvestri, Ronald C Simon, Steven R Fletcher, Suzanne W BMC Med Educ Research Article BACKGROUND: Little is known about using the Objective Structured Clinical Examination (OSCE) in physical diagnosis courses. The purpose of this study was to describe student performance on an OSCE in a physical diagnosis course. METHODS: Cross-sectional study at Harvard Medical School, 1997–1999, for 489 second-year students. RESULTS: Average total OSCE score was 57% (range 39–75%). Among clinical skills, students scored highest on patient interaction (72%), followed by examination technique (65%), abnormality identification (62%), history-taking (60%), patient presentation (60%), physical examination knowledge (47%), and differential diagnosis (40%) (p < .0001). Among 16 OSCE stations, scores ranged from 70% for arthritis to 29% for calf pain (p < .0001). Teaching sites accounted for larger adjusted differences in station scores, up to 28%, than in skill scores (9%) (p < .0001). CONCLUSIONS: Students scored higher on interpersonal and technical skills than on interpretive or integrative skills. Station scores identified specific content that needs improved teaching. BioMed Central 2002-01-10 /pmc/articles/PMC80153/ /pubmed/11888484 http://dx.doi.org/10.1186/1472-6920-2-1 Text en Copyright © 2002 Hamann et al; licensee BioMed Central Ltd. This is an Open Access article: verbatim copying and redistribution of this article are permitted in all media for any purpose, provided this notice is preserved along with the article's original URL. |
spellingShingle | Research Article Hamann, Claus Volkan, Kevin Fishman, Mary B Silvestri, Ronald C Simon, Steven R Fletcher, Suzanne W How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE) |
title | How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE) |
title_full | How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE) |
title_fullStr | How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE) |
title_full_unstemmed | How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE) |
title_short | How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE) |
title_sort | how well do second-year students learn physical diagnosis? observational study of an objective structured clinical examination (osce) |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC80153/ https://www.ncbi.nlm.nih.gov/pubmed/11888484 http://dx.doi.org/10.1186/1472-6920-2-1 |
work_keys_str_mv | AT hamannclaus howwelldosecondyearstudentslearnphysicaldiagnosisobservationalstudyofanobjectivestructuredclinicalexaminationosce AT volkankevin howwelldosecondyearstudentslearnphysicaldiagnosisobservationalstudyofanobjectivestructuredclinicalexaminationosce AT fishmanmaryb howwelldosecondyearstudentslearnphysicaldiagnosisobservationalstudyofanobjectivestructuredclinicalexaminationosce AT silvestrironaldc howwelldosecondyearstudentslearnphysicaldiagnosisobservationalstudyofanobjectivestructuredclinicalexaminationosce AT simonstevenr howwelldosecondyearstudentslearnphysicaldiagnosisobservationalstudyofanobjectivestructuredclinicalexaminationosce AT fletchersuzannew howwelldosecondyearstudentslearnphysicaldiagnosisobservationalstudyofanobjectivestructuredclinicalexaminationosce |