eprintid: 23234
rev_number: 12
eprint_status: archive
userid: 1589
dir: disk0/00/02/32/34
datestamp: 2017-07-21 06:51:03
lastmod: 2024-05-09 04:19:42
status_changed: 2017-07-21 06:51:03
type: article
metadata_visibility: show
creators_name: Huhn, Daniel
creators_name: Lauter, Jan
creators_name: Roesch-Ely, Daniela
creators_name: Koch, Eginhard
creators_name: Möltner, Andreas
creators_name: Herzog, Wolfgang
creators_name: Resch, Franz
creators_name: Herpertz, Sabine C.
creators_name: Nikendei, Christoph
title: Performance of international medical students in psychosocial medicine
subjects: ddc-610
divisions: i-910600
divisions: i-910700
abstract: Background: Particularly at the beginning of their studies, international medical students face a number of language-related, social and intercultural challenges. Thus, they perform poorer than their local counterparts in written and oral examinations as well as in Objective Structured Clinical Examinations (OSCEs) in the fields of internal medicine and surgery. It is still unknown how international students perform in an OSCE in the field of psychosocial medicine compared to their local fellow students.   Methods: All students (N = 1033) taking the OSCE in the field of psychosocial medicine and an accompanying written examination in their eighth or ninth semester between 2012 and 2015 were included in the analysis. The OSCE consisted of four different stations, in which students had to perform and manage a patient encounter with simulated patients suffering from 1) post-traumatic stress disorder, 2) schizophrenia, 3) borderline personality disorder and 4) either suicidal tendency or dementia. Students were evaluated by trained lecturers using global checklists assessing specific professional domains, namely building a relationship with the patient, conversational skills, anamnesis, as well as psychopathological findings and decision-making.   Results: International medical students scored significantly poorer than their local peers (p < .001; η2 = .042). Within the specific professional domains assessed, they showed poorer scores, with differences in conversational skills showing the highest effect (p < .001; η2 = .053). No differences emerged within the multiple-choice examination (p = .127).   Conclusion: International students showed poorer results in clinical-practical exams in the field of psychosocial medicine, with conversational skills yielding the poorest scores. However, regarding factual and practical knowledge examined via a multiple-choice test, no differences emerged between international and local students. These findings have decisive implications for relationship building in the doctor-patient relationship.
date: 2017
publisher: BioMed Central
id_scheme: DOI
ppn_swb: 1659377536
own_urn: urn:nbn:de:bsz:16-heidok-232344
language: eng
bibsort: HUHNDANIELPERFORMANC2017
full_text_status: public
publication: BMC Medical Education
volume: 17
number: 111
place_of_pub: London
pagerange: 1-7
issn: 1472-6920
citation:   Huhn, Daniel ; Lauter, Jan ; Roesch-Ely, Daniela ; Koch, Eginhard ; Möltner, Andreas ; Herzog, Wolfgang ; Resch, Franz ; Herpertz, Sabine C. ; Nikendei, Christoph  (2017) Performance of international medical students in psychosocial medicine.  BMC Medical Education, 17 (111).  pp. 1-7.  ISSN 1472-6920     
document_url: https://archiv.ub.uni-heidelberg.de/volltextserver/23234/1/12909_2017_Article_950.pdf