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Ready to run the wards? – A descriptive follow-up study assessing future doctors’ clinical skills

Bugaj, Till Johannes ; Nikendei, Christoph ; Groener, Jan Benedikt ; Stiepak, Jan ; Huber, Julia ; Möltner, Andreas ; Herzog, Wolfgang ; Koechel, Ansgar

In: BMC Medical Education, 18 (2018), Nr. 257. pp. 1-8. ISSN 1472-6920

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Download (385kB) | Lizenz: Creative Commons LizenzvertragReady to run the wards? – A descriptive follow-up study assessing future doctors’ clinical skills by Bugaj, Till Johannes ; Nikendei, Christoph ; Groener, Jan Benedikt ; Stiepak, Jan ; Huber, Julia ; Möltner, Andreas ; Herzog, Wolfgang ; Koechel, Ansgar underlies the terms of Creative Commons Attribution 4.0

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Abstract

Background: Recent studies have shown that clinical tasks only represent a small percentage in the scope of final-year medical students’ activities and often lack sufficient supervision. It appears that final-year medical students are frequently deployed to perform “routine tasks” and show deficits in the performance of more complex activities. This study aimed to evaluate final-year students’ clinical performance in multiple impromptu clinical scenarios using video-based assessment.

Methods: We assessed final-year medical students’ clinical performance in a prospective, descriptive, clinical follow-up study with 24 final-year medical students during their Internal Medicine rotation. Participating students were videotaped while practicing history taking, physical examination, IV cannulation, and case presentation at the beginning and end of their rotation. Clinical performance was rated by two independent, blinded video assessors using binary checklists, activity specific rating scales and a five-point global rating scale for clinical competence.

Results: Students’ performance, assessed by the global rating scale for clinical competence, improved significantly during their rotation. However, their task performance was not rated as sufficient for independent practice in most cases. Analysis of average scores revealed that overall performance levels differed significantly, whereby average performance was better for less complex and more frequently performed activities.

Conclusions: We were able to show that students’ performance levels differ significantly depending on the frequency and complexity of activities. Hence, to ensure adequate job preparedness for clinical practice, students need sufficiently supervised and comprehensive on-ward medical training.

Item Type: Article
Journal or Publication Title: BMC Medical Education
Volume: 18
Number: 257
Publisher: BioMed Central
Place of Publication: London
Date Deposited: 29 Jan 2019 11:41
Date: 2018
ISSN: 1472-6920
Page Range: pp. 1-8
Faculties / Institutes: Medizinische Fakultät Heidelberg > Medizinische Universitäts-Klinik und Poliklinik
Medizinische Fakultät Heidelberg > Psychosomatische Universitätsklinik
Subjects: 610 Medical sciences Medicine
Uncontrolled Keywords: Assessment methods, Workplace learning, Clinical competencies, Internal Medicine, Final year medical education
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