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Journal articles on the topic "Clinical competency exam"
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Wulandari, Patricia, Rachmat Hidayat, and Carla R. Marchira. "Profile of Personality and Psychopathology Dimensions of Indonesian Medical Students who Failed in Medical Doctor Competency Exams (UKMPPD)." Scientia Psychiatrica 1, no. 2 (April 13, 2020): 9–15. http://dx.doi.org/10.37275/scipsy.v1i2.7.
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Abstract
Introduction
Medical doctor competency exams (UKMPPD) in Indonesia is a final test that should be followed by medical student before being declared worthy of a medical doctor’s degree. This exam is certainly intended with good intentions, in order to improve the standards and quality of graduates of Indonesian doctors. However, each policy turns out to have two opposite sides of the situation, on the one hand it is profitable but on the other it often creates new problems. Students’ fear of the competency test often causes new psychological problems for students. No doubt the failure of the competency exam causes students to experience prolonged disappointment and sadness, which in turn will cause depression. This research is the first research that aim to present a description of personality and psychopathology dimension data from UKMPPD participants who failed the test.
Method
This study was an exploratory descriptive study by presenting narratives of personality and psychopathology dimensions of unsuccessful UKMPPD participants. This research was conducted at the Faculty of Medicine, Universitas Sriwijaya Palembang, Indonesia. Each participant was assessed personality and psychopathology dimensions using MMPI-2 (Minnesota Multiaxial Personality Inventory-2). The results of analysis with MMPI-2 present data in the form of clinical psychic conditions, the work capacity, interpersonal relationships, the work abilities and the ability to change the self potential of the research subjects.
Result
The research subjects were UKMPPD participants who did not successfully pass the first exam. From 7 research subjects, there were 2 subjects who successfully passed the second exam (28.5%) and there were 3 people who successfully passed after the third exam (43%). Meanwhile, 2 research subjects have not successfully passed the UKMPPD exam until the fifth exam (28.5%). The results are quite surprising that of the 7 participants who failed to pass the UKMPPD exam, all of them felt depression.
Conclusion
Medical students who experienced UKMPPD failures have an inability to develop their own potential which result in depression due to failure of the exam
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Birkhoff, Susan D., and Carol Donner. "Enhancing Pediatric Clinical Competency with High-Fidelity Simulation." Journal of Continuing Education in Nursing 41, no. 9 (May 7, 2010): 418–23. http://dx.doi.org/10.3928/00220124-20100503-03.
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Rogers, Jennifer Lynn, and Katy Garth. "Implementation of a Formative Objective Structured Clinical Exam to assess self evaluation in a rural BSN-DNP program." Journal of Nursing Education and Practice 10, no. 12 (October 19, 2020): 69. http://dx.doi.org/10.5430/jnep.v10n12p69.
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Background and objective: The role of self-assessment in competency-based education has been controversial. The Objective Structured Clinical Exam (OSCE) has been used to assess competencies across the health professions. However, exploring the role of the OSCE as a method of self-assessment for nursing students has been limited. Objective: Implementation of a low cost pilot OSCE in a rural BSN-DNP program to explore graduate nursing students perceived self-evaluation of competencies to their actual OSCE performance.Methods: Eight students enrolled in a small, rural Bachelor of Science and Nursing to Doctorate of Nursing Practice (BSN-DNP) program in the Family Nurse Practitioner (FNP) specialty track were required to complete an OSCE. Graduate students participating in the OSCE completed a Self-Assessment of Competency questionnaire prior to performing the OSCE and the results were compared to their actual performance on the OSCE. Using available resources, undergraduate students in the BSN program at the institution were utilized as standardized patients.Results: Students perceived self-assessment of competence rated higher than their actual performance in subjective and objective data collection and implementation of a plan. Students’ actual performance was superior to their perceived self-assessment regarding communication with the patient.Conclusions: Without competency-based self-assessments, students can be unaware of their strengths and weaknesses. The OSCE is an instrument that provides faculty and students with objective measures of self-evaluation and should be considered as a component of competency-based education in rural nursing institutions.
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Gonsalves, Catherine, and Zareen Zaidi. "Hands in medicine: understanding the impact of competency-based education on the formation of medical students’ identities in the United States." Journal of Educational Evaluation for Health Professions 13 (August 31, 2016): 31. http://dx.doi.org/10.3352/jeehp.2016.13.31.
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Purpose: There have been critiques that competency training, which defines the roles of a physician by simple, discrete tasks or measurable competencies, can cause students to compartmentalize and focus mainly on being assessed without understanding how the interconnected competencies help shape their role as future physicians. Losing the meaning and interaction of competencies can result in a focus on ‘doing the work of a physician’ rather than identity formation and ‘being a physician.’ This study aims to understand how competency-based education impacts the development of a medical student’s identity. Methods: Three ceramic models representing three core competencies ‘medical knowledge,’ ‘patient care,’ and ‘professionalism’ were used as sensitizing objects, while medical students reflected on the impact of competency-based education on identity formation. Qualitative analysis was used to identify common themes. Results: Students across all four years of medical school related to the ‘professionalism’ competency domain (50%). They reflected that ‘being an empathetic physician’ was the most important competency. Overall, students agreed that competency-based education played a significant role in the formation of their identity. Some students reflected on having difficulty in visualizing the interconnectedness between competencies, while others did not. Students reported that the assessment structure deemphasized ‘professionalism’ as a competency. Conclusion: Students perceive ‘professionalism’ as a competency that impacts their identity formation in the social role of ‘being a doctor,’ albeit a competency they are less likely to be assessed on. High-stakes exams, including the United States Medical Licensing Exam clinical skills exam, promote this perception.
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Cham, Kwang Meng, and Anthea L. Cochrane. "A digital resource to assess clinical competency." Clinical Teacher 17, no. 2 (May 29, 2019): 153–58. http://dx.doi.org/10.1111/tct.13030.
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AlEnezi, Saad H., Abdullah M. Alfawaz, Adi Mohammed Al Owaifeer, Saad M. Althiabi, and Khalid F. Tabbara. "Assessment of Ophthalmology Residency Programs in Saudi Arabia: A Trainee-Based Survey." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051985506. http://dx.doi.org/10.1177/2382120519855060.
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Purpose: To assess the satisfaction and competency of Saudi ophthalmology residents and compare their performance against International Council of Ophthalmology (ICO) standards. Methods: A cross-sectional web-based survey of senior ophthalmology residents (postgraduate years [PGY] 3-4) and recent graduates (from 2010 to 2015) assessed various aspects of training. The questionnaire was sent to the participants and was divided into 3 main domains: demographics, training program evaluation, and preparedness for board exams and clinical practice. Results: Out of the 145 invitees, 120 (82.8%) responded. Fifty percent of respondents reported an overall satisfaction with the program. Adequate clinical exposure was reported in most subspecialties except refraction and low vision rehabilitation with inadequate exposure reported by 55.8% and 95.8%, respectively. Surgical exposure was reported as adequate for phacoemulsification (58.3%) and strabismus surgery (68.3%) only. Eighty-nine percent of respondents reported performing less than 80 cases of phacoemulsification. Of the respondents who had graduated, most (89.7%) passed the final board exam at the first attempt. There were 73.5% of respondents who reported that residency training prepared them well for the board exam. Ongoing clinical and call duties were reported as having a negative impact on exam performance. Conclusions: Saudi ophthalmology residents demonstrate a high level of clinical competency. However, additional efforts should aim at improving surgical training to increase the level of satisfaction among residents and improve the quality of training to meet international standards.
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Miller, Janice E., Ian R. Han, William A. Dafoe, and Jay Gillespie. "AN OBJECTIVE STRUCTURED CLINICAL EXAM FOR ASSESSING COMPETENCY OF ACSM EXERCISE SPECIALISTS." Medicine & Science in Sports & Exercise 24, Supplement (May 1992): S2. http://dx.doi.org/10.1249/00005768-199205001-00011.
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Suwardianto, Heru, and Vitaria Wahyu Astuti. "Competency In Critical Care Nursing With Approach Methods Journal Sharing of Critical Care (JSCC) In Nursing Profession Students." STRADA Jurnal Ilmiah Kesehatan 9, no. 2 (November 1, 2020): 686–93. http://dx.doi.org/10.30994/sjik.v9i2.361.
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The results showed that most respondents had good critical nursing competency scores including primary assessment: airway assessment (53.8%); breathing assessment (56.4%); Circulation assessment (61.5%); Disability assessment (56.4%); and Exposure assessment (59%), professionalism (56.4%), critical nursing care competencies (79.5%), Clinical reasoning process (71.8%), Patient safety (61.5%) and critical care exam score (46.2%). The result of statistical test with Pearson test obtained that the primary assessment: airway assessment (ρ = 0.038); circulation assessment (ρ = 0.029); Exposure assessment (ρ = 0.023), competence of critical nursing care (ρ = 0.049), clinical reasoning process (ρ = 0.028) and patient safety (ρ = 0.001) have a significant relationship to the critical care exam score.
The implementation of learning methods for journal sharing of critical care has a positive impact on competencies and results in good student competencies.
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Karabilgin, Ozlem Surel, Kevser Vatansever, Suleyman Ayhan Caliskan, and Halil İbrahim Durak. "Assessing medical student competency in communication in the pre-clinical phase: Objective structured video exam and SP exam." Patient Education and Counseling 87, no. 3 (June 2012): 293–99. http://dx.doi.org/10.1016/j.pec.2011.10.008.
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MacQuillan, Elizabeth L., Jennifer Ford, and Kristin Baird. "Increased competency of dietitian nutritionists’ physical examination skill after a simulation-based education in the United States." Journal of Educational Evaluation for Health Professions 17 (December 14, 2020): 40. http://dx.doi.org/10.3352/jeehp.2020.17.40.
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Purpose: This study aimed to translate simulation-based dietitian nutritionist education to clinical competency attainment in a group of practicing Registered Dietitian Nutritionists (RDNs). Using a standardized instrument to measure performance on the newly-required clinical skill, Nutrition Focused Physical Exam (NFPE), competence was measured both before and after a simulation-based education (SBE) session. Methods: Total 18 practicing RDNs were recruited by their employer Spectrum Health system. Following a pre-brief session, participants completed an initial 10-minute encounter, performing NFPE on a standardized patient (SP). Next, participants completed a 90-minute SBE training session on skills within NFPE, including hands-on practice and role play, followed by a post-training SP encounter. Video recordings of the SP encounters were scored to assess competence on seven skill areas within the NFPE. Scores were for initial competence and change in competence.. Results: Initial competence rates ranged from 0- 44% of participants across the seven skills assessed. The only competency where participants scored in the “meets expectations” range initially was “approach to the patient(. When raw competence scores were assessed for change from pre- to post-SBE training, a paired t-test indicated significant increased in all seven competency areas following the simulation-based training (P< .001). Conclusion: This study showed the effectiveness of a SBE training for increased competence scores of practicing dietitian nutritionist on a defined clinical skill.
Dissertations / Theses on the topic "Clinical competency exam"
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Short, Candice, C. Mullins, Victoria Pope, and Marah Wise. "Graduate Nursing: Evaluation of a Faculty Guided Clinical Competency Exam Practice Session." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7355.
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Inda, Kari. "Relationship between clinical reasoning skills and certification exam performance in occupational therapy candidates." Diss., NSUWorks, 2007. https://nsuworks.nova.edu/hpd_ot_student_dissertations/42.
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"May 2007" A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Occupational Therapy. Typescript Project Advisor : Max A. Ito Occupational therapy candidates face a challenging task on the path to becoming registered occupational therapists. Uncertainty surrounds the professional community as to why certain candidates, who otherwise perform soundly both academically and clinically, struggle to be successful on the certification exam. Literature suggests that factors such as stress and anxiety may be the root cause. There is a plethora of literature discussing the importance of clinical reasoning skills in occupational therapy practitioners and students. However, no literary sources to date have investigated the importance of clinical reasoning in certification exam performance. This research study investigated the correlation between clinical reasoning skills and performance on the NBCOT certification examination. Thirty-five candidates from across the U.S. completed the Health Sciences Reasoning Test (HSRT), which tests critical thinking skills in five key areas. Supporting demographic information was collected for further comparisons. The participants then sat for the NBCOT exam within 90 days of taking the HSRT. Pearson product-moment correlation and Spearman's rho analyses indicated significant relationships between certification exam performance and three sub-skills of reasoning: inductive reasoning (p = .032/rs = .011), deductive reasoning (p = .007/rs = .004), and analytical reasoning (p = .001/rs = .002). Total HSRT score was also a significant factor in exam performance (p = .001/rs = .003). In ANOVA analysis investigating the relationship between highest educational level and certification exam performance, students who earned only master's degrees in occupational therapy performed significantly better than those earning combined bachelor's/master's degrees (p = .000), scoring an average of 29.15 points higher on the certification exam. In additional analysis, multiple regression analysis indicated that only analytical reasoning was a predictor of certification exam score. Race, age, grade point average (GPA), geographic location, and fieldwork settings were not significant factors in certification exam performance. Application of these results to larger populations should be exercised with caution due to the limited sample size of this study. Results of this study can initiate a dialogue among occupational therapy practitioners and educators who hold a role in assisting students in developing clinical reasoning skills and preparation for the certification exam. Results are also beneficial for students who can incorporate clinical reasoning skills as part of a certification exam study regimen.
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Olsen, Gaynel S. "A Study of the Relationships among Characteristics of Experiences Medical Students Encounter of Patients Diagnosed with Diabetes Mellitus and the Objective Standardized Clinical Exam Scores during the Family Medicine Clerkship." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd_retro/136.
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This study was conducted using a quantitative, non-experimental, correlation design to explore the relationships between student-patient encounters with Diabetes Mellitus and the scores on the Diabetes Mellitus OSCE during Family Medicine clerkship. The focus of the research was to explore relationships between various methods of competency measures of third-year medical students during their Family Medicine clerkship as they encountered patients diagnosed with Diabetes Mellitus (DM). A paradigm shift in medical education is taking place and driven by the Liaison Committee for Medical Education (LCME). These changes are fueled by the public outcry demanding verification of competency of our physicians. The study's focus is on the competency outcome measures from a new educational design, moving away from patient-centered education to competency-based, student-centered education and away from a norm-referenced assessment to a criterion-referenced assessment. Relevant literature on the need for competency-based medical education and various methods for implementation informed this study, including Miller (1990); Barman (2005); Barrows (1993), De Champlain, Margolis, Macmillan, and Klass (2001); Harden and Gleeson (1979); and Howley and Wilson (2004). More direct observation of student performance must be instituted with documentation of student clinical skills. Findings revealed no differences are seen in medical student competency acquisition during encounters of patients diagnosed with DM, in terms of cognitive, psychomotor, neck exam or affective measures, during the VCU SOM Family Medicine Clerkship. Significant differences are noted in the psychomotor subscale scores of the DM OSCE as the result of suburban clerkship site placement, as opposed to rural or urban sites. Finally, students at non-residencies see more patients with DM than at residency clerkship sites. Implications for further research were discussed focusing on 1) why differences were found only found in suburban clerkship sites; 2) the possibility that cultural competency understanding may play a role in these differences; 3) how do students learn about DM prior to the FM clerkship; 4) the possibility that the OSCE does not reflect community FM practice models.
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Matos, Flávia Soares de. "A prova prática-oral estruturada é comparável a uma estação do exame clínico objetivo estruturado, na avaliação de habilidades clínicas em estudantes de medicina? Estudo experimental, 2017." Universidade José do Rosário Vellano, 2018. http://tede2.unifenas.br:8080/jspui/handle/jspui/198.
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Although the objective structured clinical examination (OSCE) is considered golden standard for the assessment of clinical skills, the exam is both expensive and complex. On the other hand, structured oral examinations (SOE) have much simpler application and lower cost. Nonetheless, SOE may have lower validity and reliability. Objective: To compare Medical students’ academic performance and perception in regard of assessing skills through OSCE and SOE. Method: Two tests were designed (OSCE and SOE) to evaluate five obstetrical skills in a mannequin (the first three Leopold maneuvers, fundal height measurement, and fetal heart rate auscultation). The SOE assessed skills separately and the OSCE evaluated the skills after the analysis of a contextualized case. Students of the 4th term of Medical School were distributed into two groups. In the first phase of the study, Group 1 performed SOE, and Group 2, OSCE. Three weeks later, in the second phase, the same tests were applied inversely. Tests were applied by the same teacher, who employed the same checklist in both tests. In the second phase, a survey about students’ perception towards both test types was also applied. The mean score in each question was compared, as well as the final score, concerning the following crossings: test type in each of the two phases; test type regardless of phase; intragroup OSCE and SOE, and scores of the first and second stages, regardless of test type, as well as between groups, regardless of phase. Students’ perception was analyzed according to frequency distribution and grouping of open-ended answers by similarity. Results: 21 students participated in the study: 13 in Group 1, and 8 in Group 2. No difference was found in all the other crossings, except for the scores between phases. As for the intragroup comparison, the final score and the question 2 (fundal height measurement) score were superior in the second phase in both groups. The comparison between mean scores of the first and second phases, regardless of test type, demonstrated that the scores of the second phase were superior in the final score and in all questions, except for the second and third Leopold maneuvers. The scores’ improvement on the second day may be related to the testing effect. Conclusion: the test type did not influence students’ performance. Most candidates preferred the OSCE type.
Apesar do exame clínico objetivo estruturado (OSCE) ser considerado padrão ouro para avaliação de habilidades clínicas, ele é uma prova de organização complexa e de alto custo. Por outro lado, as provas do tipo prática-oral estruturada (POE) são de aplicação mais simples e de menor custo, ainda que possam apresentar menor validade e confiabilidade. Objetivo: comparar o desempenho acadêmico e a percepção de alunos de Medicina na avaliação de habilidades por OSCE e POE. Método: foram elaboradas duas provas (OSCE e POE) para avaliação de cinco habilidades obstétricas em manequim (três primeiras manobras de Leopold, medida de útero-fita e ausculta de batimentos cardíacos fetais). A POE avaliou as habilidades isoladamente e o OSCE avaliou as habilidades após a análise de um caso clínico contextualizado. Estudantes do 4º período do curso de Medicina foram distribuídos em dois grupos. Na primeira fase, o Grupo 1 realizou a POE e o Grupo 2 o OSCE. Na segunda fase, 3 semanas após, aplicou-se novamente as mesmas provas, de modo invertido. As provas foram aplicadas por um único avaliador, que utilizou o mesmo checklist nas duas provas. Na segunda fase, aplicou-se também um questionário sobre a percepção dos alunos em relação aos dois tipos de prova. Comparou-se a nota média em cada questão e a nota total nos seguintes cruzamentos: tipo de prova em cada uma das fases; tipo de prova independentemente da fase; OSCE e POE intragrupo e notas da primeira e da segunda fases, independentemente do tipo de prova, bem como entre os grupos, independentemente da fase. A percepção do aluno foi analisada por distribuição de frequência e agrupamento das respostas abertas por semelhança. Resultados: 21 alunos participaram do estudo, sendo 13 do Grupo 1 e oito do Grupo 2. Não houve diferença entre as notas das questões e a nota total, entre os dois tipos de prova, nas duas fases do estudo. Também não se observou diferenças em todos os outros cruzamentos, exceto quando se comparou as notas entre as fases do estudo. Na comparação intragrupo, a nota total e a nota da questão 2 (útero-fita) foi superior na segunda fase nos dois grupos. A comparação entre as médias das notas na primeira fase e na segunda fase, independentemente do tipo de prova, demonstrou que as notas da segunda fase foram superiores na nota total e em todas as questões, exceto na 2ª e 3ª manobras de Leopold. A melhora das notas, no segundo dia, pode estar relacionada ao efeito teste. Conclusão: o tipo de prova não influenciou o desempenho do aluno. A maioria dos alunos preferiu a prova tipo OSCE.
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Honji, Valter Yasushi. "Avaliação de competência clínica de médicos residentes de Urologia na realização de exame urodinâmico." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9485.
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Previous issue date: 2014-03-21Clinical skills assessment is an essential step in the medicine students´ graduation and must be done by the teacher through direct performance observation in a real situation. The usage of Mini-Cex is an additional formative and summative evaluation option that assesses pre or post graduates students´ medical expertise. Objectives: Evaluate clinical residents competence on performing urodynamic exames; quantify performance development after feedback attainment, quantify technical improvement quality of urodynamic examination by the resident doctor ; quantify the time spent in applying the Mini-Cex by the observer; detect and quantify medical disabilities during urodynamic examination, evaluate the reliability and internal consistency of the Mini exercise Clinical Evaluative ( Mini-Cex ) for the urodynamic examination. Methods: A quantitative and qualitative study conducted with graduated students in urology during the performance of urodynamic examination, through the Mini-Cex instrument application, which is based on a Likert Scale of 9 categories, which grades 1 to 3 refer to unsatisfactory performance ; 4 to 6 to satisfactory performance and 7 to 9 the exemplary performance . This instrument allowed residents' performance assessment in achieving the urodynamic examination by the researcher on the following questions: on interviewing, physical examination, clinical reasoning skills, humanistic and professional qualities, orientation, organization/efficiency and overall, clinical competence. At the end of the consultancy the researcher conducted a feedback to each student pointing their failures and successes in achieving the urodynamic testing, setting up formative assessment. Results: The findings recommend the usage of the Mini-Cex in performing urodynamic studies (Cronbach's alpha between 0.8 and 0.9) and performing feedback advantages on development of residents´ learning
A avaliação de competências clínicas constitui etapa essencial na formação do estudante de Medicina e deve ser feita pelo professor, por meio da observação direta do desempenho em situação real. O uso do Miniexercício Clínico Avaliativo (Mini-Cex) é uma opção complementar de avaliação formativa e somativa, que avalia as competências clínicas do estudantes pré ou pós-graduados. Objetivos: Avaliar a competência clínica, de médicos residentes, na realização do exame urodinâmico; quantificar a evolução do seu desempenho após a realização do feedback; quantificar a melhora da qualidade técnica do exame urodinâmico pelo médico residente; quantificar o tempo gasto na aplicação do Mini-Cex pelo observador; detectar e quantificar as deficiências médicas durante o exame urodinâmico; avaliar a confiabilidade e a consistência interna do Mini-Cex para o exame urodinâmico. Material e Método: Estudo quanti-qualitativo realizado com estudantes de pós-graduação em Urologia durante a realização do exame urodinâmico, por meio da aplicação do instrumento Mini-Cex, que é baseado em uma Escala de Likert de 9 categorias, em que as notas de 1 a 3 referem-se a um desempenho insatisfatório; de 4 a 6 a um desempenho satisfatório e de 7 a 9 a um desempenho exemplar. Este instrumento possibilitou a avaliação do desempenho dos residentes na realização do exame urodinâmico por parte do pesquisador nos seguintes quesitos: habilidades na entrevista, habilidades no exame físico, qualidades humanísticas/profissionalismo, raciocínio clínico, habilidades de orientação, organização/eficiência e competência clínica geral. Ao final da consulta, o pesquisador realizou um feedback com cada estudante, apontando suas falhas e acertos na realização do exame urodinâmico, configurando a avaliação formativa. Resultados: Os achados recomendam o uso do Mini-Cex na realização de exames urodinâmicos (Alpha de Cronbach entre 0,8 e 0,9) e vantagens da realização do feedback na evolução do aprendizado de médicos residentes
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Barbosa, Tiago Manuel Pereira. "Uma abordagem multimédia ao ensino de competências em Otologia." Master's thesis, 2018. http://hdl.handle.net/10316/82781.
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Trabalho Final do Mestrado Integrado em Medicina apresentado à Faculdade de MedicinaIntrodução: O treino de competências clínicas é indispensável à formação médica. Muitos alunos defendem que não têm um treino adequado no que respeita à execução do exame físico, levando a uma diminuição da eficácia aquando do primeiro contacto com os doentes. Este trabalho pretende avaliar o impacto que o método de ensino multimédia pode ter no ensino médico em otologia.Métodos: Estudo prospetivo experimental caso controlo no qual foi solicitado a uma coorte de 32 alunos que executassem o exame físico completo do ouvido, num paciente padronizado, antes e após a visualização de um vídeo ilustrativo do exame físico do ouvido. Para avaliar o desempenho dos alunos foi concebida uma checklist de manobras. Comparou-se o desempenho dos alunos entre o ensino expositivo estruturado e o ensino com recurso a material multimédia.Resultados: A classificação média obtida na realização do exame físico do ouvido foi significativamente superior após o ensino com auxílio de material multimédia em relação ao ensino expositivo tradicional (33,9% vs. 91,2%, p=0,001). Discussão: O nosso estudo demonstrou uma melhoria qualitativa significativa no desempenho do exame físico do ouvido após a implementação do ensino vídeo-assistido. Deste modo, um currículo de ensino prático apoiado por conteúdos multimédia é uma mais valia tanto para o ensino como para a aprendizagem. O vídeo é uma ferramenta útil para o ensino uma vez que permite uma uniformização do mesmo, dada a complexidade e variabilidade do ensino do exame físico, comummente observada na prática curricular. Conclusão: O ensino de competências clínicas com auxílio de material multimédia é mais eficaz do que o ensino expositivo tradicional. O treino prático de competências com recurso a multimédia leva a um maior interesse por parte dos alunos em comparação com os métodos clássicos.
Background: Training clinical skills is essential for medical education. Many students argue they do not have adequate training in performing the physical examination, leading to a decrease in efficiency at first contact with patients. This study aims to evaluate the impact multimedia teaching method can have on medical teaching in otology.Methods: A prospective experimental case control study in which a cohort of 32 medical students were asked to perform the complete physical examination of the ear in a standardized patient, before and after watching an illustrative video of the physical examination of the ear.Results: The mean score obtained in the physical examination of the ear was significantly higher after the implementation of multimedia material compared to traditional exposition (33.9% vs. 91.2%, p = 0.001).Discussion: Our study demonstrated a significant qualitative improvement in the medical student performance of physical examination of the ear after the implementation of video-assisted teaching. A practical teaching curriculum supported by multimedia content is an asset to both, teaching and learning. Teaching the physical examination involves a high complexity and variability. The video is a useful tool since it allows an uniformization of physical examination. Conclusion: Teaching clinical skills with multimedia material is more effective than traditional teaching. The practical training of competences with multimedia resources leads to a greater efficacy and interest by students in comparison to classic methods.
Books on the topic "Clinical competency exam"
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Acello, Barbara. Competency exam prep & review for nursing assistants. 4th ed. Clifton Park, NY: Thomson Delmar Learning, 2007.
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M, Kast Barbara, ed. Competency exam prep & review for nursing assistants. 3rd ed. Albany, NY: Delmar Publishers, 2001.
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Kast, Barbara M. Competency exam prep and review for nursing assistants. 2nd ed. Albany: Delmar, 1997.
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Kast, Barbara M. Competency exam prep and review for nursing assistants. Albany, N.Y: Delmar Publishers, 1990.
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Nair, Raj (General practitioner), author, Block, Martin (General practitioner), author, and Easton Graham author, eds. How to pass the CSA exam: For GP trainees and MRCGP CSA candidates. Chichester, West Sussex: John Wiley & Sons Ltd., 2014.
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Clinical assessments in psychiatry: Mastering skills and passing exams. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins Health, 2010.
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Acello, Barbara, and Barbara Kast. Competency Exam Preparation and Review for Nursing Assistants (Competency Exam Prep and Review for Nursing Assistants). 3rd ed. Thomson Delmar Learning, 2000.
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Acello, Barbara, and Barbara Kast. Competency Exam Preparation and Review for Nursing Assistant. 2nd ed. Delmar Publishers, 1996.
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Acello, Barbara. Competency Exam Prep and Review for Nursing Assistants. 4th ed. Cengage Delmar Learning, 2006.
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Mehta, Gautam, Bilal Iqbal, and Deborah Bowman. Clinical Medicine for the MRCP PACES. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199557493.001.0001.
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Volume 2 of a two volume MRCP text, this book includes cases which mimic the style and approach of the MRCP PACES exam. Clinical Medicine for MRCP PACES will equip the candidate attempting the MRCP examination with the skills and knowledge necessary for success, and will also provide an overview of evidence-based medicine for competency-based training. Throughout this and Volume 1, the authors explore all aspects of the candidate's performance, from clinical examination, to presentation, communication and medical ethics and up-to-date clinical evidence. Volume 2 includes 75 cases and covers Stations 2 and 4: Station 2 covers history taking skills; Station 4 covers communication skills and ethics. This book follows a structured approach to history taking and communication issues, which not only facilitates learning and understanding, but is also required for other workplace based assessments. This book will continue with the theme of Volume 1, in providing candidates with an accurate, authoritative, evidence-based companion for both the MRCP examination, and postgraduate training in the MMC era. Visit our website for details of our range of titles for MRCP and more in the Oxford Specialty Training series at www.oup.com/uk/medicine/ost http://www.oup.com/uk/medicine/ost Advance praise for Clinical Medicine for MRCP PACES: "The authors have produced two volumes packed with the information needed to pass PACES and to practise high quality medicine. While written specifically for those aspiring to be physicians these volumes deserve to be widely read by all with an interest in clinical medicine. Candidates in particular and patients have good reason to welcome these volumes." Sir Graeme Catto
Book chapters on the topic "Clinical competency exam"
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Violato, Claudio. "Objective structured clinical exams." In Assessing Competence in Medicine and Other Health Professions, 301–17. Boca Raton : Florida : CRC Press, [2019]: CRC Press, 2018. http://dx.doi.org/10.1201/9780429426728-16.
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Zengeya, Stanley Tamuka, and Tiroumourougane V. Serane. "How to prepare for the MRCPCH clinical examination." In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0007.
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The clinical examination for the MRCPCH is a major hurdle that every aspiring paediatrician has to face in their career. As the exam is designed to differentiate between the prepared and unprepared candidates, it is important to be well trained. To pass the MRCPCH exam, the candidate needs to demonstrate that they have the clinical skills expected of a newly appointed specialist registrar. According to the Royal College of Paediatrics and Child Health, the aim of the examination is to ‘improve the standard of medical care, educate and examine doctors and provide information to the public on the health care of children’. Competence is expected in various aspects of paediatric medicine, including history taking, communication, establishment of rapport, physical examination, clinical judgement, professional behaviour, and ethical practice. On the Royal College of Paediatrics and Child Health website, www.rcpch.ac.uk, a lot of information is provided for candidates. Every candidate is encouraged to visit this website before sitting the exam. Conventionally, the MRCPCH clinical exam consisted of a long case, a short cases, and a viva. However, concerns were raised about the validity of the traditional system, as it focused mainly on knowledge rather than competence. According to George Miller, who proposed a pyramidal framework for assessing clinical competence, the lowest level of the pyramid of assessment is the evaluation of knowledge. This is tested by written examinations. At the second level, the assessment tests not only the theoretical knowledge but also the application of this knowledge. At the third level, the individual has knowledge, knows how to do it, and shows how it is done. This is the level of ‘true competence’ and the MRCPCH clinical examination tests at this level (figure 1.1). In 2004, a major change was brought about in the clinical examination, in which competency-based ‘objective structured clinical examination’ replaced the traditional system. In the new MRCPCH clinical examination, the candidate goes through a ‘circuit’ of clinical stations. Competency-based assessments provide a measure of the subject’s skills in controlled representations of clinical practice and are regarded by both candidates and examiners as a fairer evaluation method. Candidates are given instructions either by the examiner or in written format with a predetermined ‘opening statement’.
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Zengeya, Stanley Tamuka, and Tiroumourougane V. Serane. "Examination of the cardiovascular system." In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0011.
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All candidates taking the MRCPCH clinical examination will be expected to show competency in carrying out the cardiovascular examination. It is important to listen carefully to the examiner’s instructions and follow them. You may be asked only to auscultate the heart. If the examiner gives such an instruction, simply follow it! … You are advised to buy a good paediatric stethoscope, as it can reduce the difficulty in identifying cardiac sounds. The diaphragm of the stethoscope is designed to amplify high-pitched sounds; the bell does not amplify sound but transmits low-pitched sounds better than the diaphragm. The bell should be placed lightly against the skin, while the diaphragm should be placed firmly on the skin for ideal sound amplification and transmission. It is possible to make the bell act like a diaphragm by placing it firmly against the skin…. Examination of the cardiovascular system is best done in correlation with the available medical history, as this often gives major clues. It is helpful to have a systematic approach to presenting the findings, which of course should be practised thoroughly. However, the examination itself can be performed in a different sequence depending on the age of the child and their degree of cooperation. Key competence skills required in the cardiovascular examination are given in table 5.1. Cardiovascular cases commonly encountered in the MRCPCH Clinical Exam are listed in table 5.2. These steps are repeated in every system to reiterate their importance and to help you recollect the initial approach for any clinical exam. Also, refer to chapter 4. • On entering the examination room, demonstrate strict adherence to infection control measures by washing your hands or using alcohol rub. • Introduce yourself both to the parents and the child. • Talk slowly and clearly with a smile on your face. • Establish rapport with the child and parents. • Undress the child to the waist to allow proper examination. Expose adequately while ensuring their privacy. • Positioning: it is easier to examine older children while they sit on the edge of the bed, or on a chair when they are not acutely ill.
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Watkin, Sara, and Andrew Vincent. "New Ways of Interviewing." In The Consultant Interview. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199594801.003.0017.
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Over recent years there has been a significant move away from the traditional interview format for junior doctor appointments with the increasing use of either competency based interviews (also known as criteria-based interviewing, behavioural interviewing and situational interviews) or assessment centres. Both of these approaches are labour intensive but are felt to ensure a more objective, rather than subjective, approach to choosing the right candidate. Additionally, assessment centres give candidates an opportunity to reinvent themselves between ‘stations’ and a new set of assessors. Assessment centres also give those candidates who naturally struggle with the interview format more opportunities to shine, and for the assessment team to get to the underlying person in more ways. These two approaches are now being explored and utilized in some consultant interviews. Behavioural or competency-based interviews are often being done back-to-back with a traditional interview. Assessment centres are being used more and more for senior appointments, e.g. Medical Director posts, advertised externally. Finally, it is even possible today to find yourself subject to Objective Structured Clinical Examination (OSCE) in an interview situation. However, this is rare but may become more prominent as different colleges take differing approaches to exit exams and final CCT attainment. However, preparation for this, besides what has already been covered in preparing yourself, developing confidence, etc., is beyond the scope of this book. If you find yourself in the unusual position of undertaking an OSCE, then it must be considered in the same light as any other clinical exam, with preparation accordingly. It is likely that new techniques and combinations will be adopted in interviews, as the requirements of consultants evolve and so too do the methods of assessing them. It is important to always find out exactly what will happen to you so that you can be appropriately prepared. These are also known as criteria-based interviewing, behavioural interviewing and situational interviews. They are increasingly used in StR interviews and there have been some trials at consultant interview level.
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Fox, Kevin, and Marcelo F. Di Carli. "Training and competence in cardiovascular imaging." In The ESC Textbook of Cardiovascular Imaging, edited by José Luis Zamorano, Jeroen J. Bax, Juhani Knuuti, Patrizio Lancellotti, Fausto J. Pinto, Bogdan A. Popescu, and Udo Sechtem, 79–84. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198849353.003.0005.
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The provision of safe and effective cardiovascular imaging requires a competent trained workforce practising within a quality assured service. Training has evolved and nowadays organized training programmes with objective assessments of competence are the norm across the cardiovascular imaging modalities. The European Association of Cardiovascular Imaging (EACVI) has been instrumental in many of the progressive improvements in training and competence assessment in the last decade. Typically training programmes require acquisition of knowledge, skill, and professionalism assessed by exams, logbooks, and workplace-based assessments. E-learning and simulation are increasingly used as tools to enhance knowledge acquisition and practical skill development. Effective clinical performance, which is the ultimate aim, requires competent individuals to work in a quality assured environment. The future challenge will be to transition from a unimodality model to a multimodality approach.
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Zengeya, Stanley Tamuka, and Tiroumourougane V. Serane. "The principles of physical examination." In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0010.
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Examination of the child combines science with art; developing competence in paediatric examination requires both knowledge of the correct technique and hours of hard work and practise. Lack of either will make the examination technique incomplete or inadequate. Perhaps the greatest difficulty an inexperienced doctor faces is to gain the confidence and trust of the child and their carers, while creating an impression of grounded self-confidence. In the examination, one should carry oneself well. This means you should be a good listener, be interested, cheerful, respectful, warm, caring, friendly, empathic, competent, and diplomatic. It is imperative to listen actively to the child and their carers and be as natural as possible—just as you would be with your friend’s child or indeed your own. The examination begins the moment you enter the room. It is essential to understand that the general approach to the physical examination of the child will be different from that of an adult and will vary according to the age of the child. As the child’s cooperation cannot be guarantied, you should remember that it is impossible always to use a set protocol while examining the child. We have listed the essential steps of examination in a particular order so that all areas are covered, but the candidate needs to adapt the examination sequence according to the needs of the child and the situation. As a general rule, anything that will inevitably be uncomfortable or unpleasant for the child (e.g. otoscopy or rectal examination) should be the ‘last act’ of the examination. A common mistake made by nervous candidates is to talk too fast; this is a trait that will always be more exaggerated under the stress of the exam. Pausing at the end of each sentence is an effective way of slowing down. Ensuring that each word is pronounced completely will also lessen the pace of your speech. Talking slowly and clearly with a smile on your face will help to hide nervousness. In this book and the accompanying videos, examinations are performed in a systematic manner. These steps provide a useful framework. Although there can be some flexibility, following the steps listed here will improve your technique.
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Zengeya, Stanley Tamuka, and Tiroumourougane V. Serane. "Effective communication in the exam." In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0008.
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Communication is not just giving information; rather, it is a two-way process and involves the exchange of information, ideas, and knowledge. Eff ective communication is the key to success and can be achieved only if the receiver understands the exact information the sender is aiming to transfer. Medical communication is the art of speaking clearly and professionally, while reducing the possibility of being misunderstood. It will increase patient satisfaction and trust and improve understanding of treatment and compliance. Examiners consider effective communication to be the most essential skill any doctor requires to deal with the patient’s problems. The General Medical Council has highlighted the importance of communicating well by stating that ‘medical graduates must be able to communicate clearly, sensitively and effectively, not only with patients and their relatives, but also with colleagues and other healthcare professionals’. The Royal College of Paediatrics and Child Heath has put so much emphasis on communication that this is the only skill that is tested in two independent stations in the clinical examination. The College feels that a careful assessment of communication skills distinguishes the good candidates from the bad ones. Often, overseas-trained candidates and non-native English speakers find this station difficult, as they may not have grasped the basic skills of this assessment. In this station, the examiner will watch a communication scenario between the candidate and the patient’s family. It is of utmost importance to read the instructions carefully and understand them. A common mistake is to confuse this station with history taking. The examiner’s task is to observe only and not to ask any questions or make any comments on the candidate's performance. At the end of the episode, the examiner will evaluate the candidate’s performance. The key competence skills required in the communication station are given in table 2.1. Effective communication is a two-way process in which there is an exchange of thoughts, feelings, or ideas towards a mutually accepted goal. Speaking and listening are the two arms of effective communication. One cannot be an effective communicator if both speaking and listening are not mastered. Medical communication starts with speaking, which requires a sender, a message, a medium or channel, and a receiver. The sender encodes a package of information and transmits this by a medium to the receiver. Commonly used media include air, noise, signal, and paper. Content and context are the two elements of information that will be transmitted via the medium. Content is the actual words or symbols. Context is the way the message is delivered, that is the non-verbal components such as body language, facial expressions, posture, gestures, eye contact, and state of emotion. During communication, context is extremely important as it helps the patient and the doctor to understand one another. On receiving the message, the recipient decodes it and can give the sender feedback (figure 2.1).
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Zengeya, Stanley Tamuka, and Tiroumourougane V. Serane. "Examination of cranial nerves." In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0015.
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Cranial nerve examination is one of the commonly assessed areas of the nervous system in the MRCPCH clinical examination. The examiner may ask you to examine some of the cranial nerves or just the eye. This guide will take you through a systematic nerve examination, which is followed by most practitioners. You may need to individualize the examination sequence to suit your style. The key competence skills required in the cranial nerve examination are given in table 9.1. Cranial nerves cases commonly encountered in the MRCPCH Clinical Exam are listed in table 9.2. Causes of the different cranial nerve lesions are given in table 9.3. These steps are repeated in every system to reiterate their importance and to help you recollect the initial approach of any clinical exam. Also refer to chapter 4. • On entering the examination room, demonstrate strict adherence to infection control measures by washing your hands or by decontaminating them with alcohol rub. • Introduce yourself both to the parents and the child. • Talk slowly and clearly with a smile on your face. • Establish rapport with the child and parents. • Ensure privacy. • Positioning: examine the older child while they sit on the edge of the bed or on a chair. It is preferable to examine the younger child on a parent’s lap rather than on a couch, as this can cause much anxiety. The aim of the visual survey is to capture every available clue, which may help you to reach the correct diagnosis. • Look at the child and try to estimate their approximate age. • Always consider whether the findings combine to form a recognizable clinical syndrome. Common syndromes with cranial nerve involvement include Aicardi’s syndrome, Angelman’s syndrome, Arnold–Chiari malformation, Crouzon’s syndrome, Lesch–Nyhan syndrome, Sturge–Weber syndrome, and Werdnig–Hoff man disease.
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Zengeya, Stanley Tamuka, and Tiroumourougane V. Serane. "Examination of the respiratory system." In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0012.
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The examination of the respiratory system causes much anxiety among candidates, as many feel the findings are difficult to elicit, particularly in a small child. Just like other systems, having a structured approach makes identification and interpretation of the findings easy. It is important to practise the proper examination technique repeatedly, as this is the best way to improve the skills that are essential to obtain accurate findings. However, the examination itself can be performed in a different sequence depending on the age and the degree cooperation of the child. The examination of the respiratory system is best done in correlation with the available medical history. First, assimilate the available history, which will give an idea of the expected findings and subsequent diagnosis. At the end of the examination, it is important to describe significant findings (table 6.1) with reference to specific surface locations, as shown in figure 6.1. Key competence skills required in examination of the respiratory system are given in table 6.2. These steps are repeated in every system to reiterate their importance and to help you recollect the initial approach of any clinical exam. Also refer to chapter 4. • On entering the examination room, demonstrate your strict adherence to infection control measures by washing your hands or by using alcohol rub. • Introduce yourself both to the parents and the child. • Talk slowly and clearly with a smile on your face. • Establish rapport with the child and parents. • Expose the chest adequately while ensuring their privacy. • Positioning the patient: the child should be undressed appropriately to the waist to allow proper examination. It may be easier to examine an older child when they sit on the edge of the bed, or on a chair. It is preferable to examine younger children on their parent’s lap rather than on a couch separated from the parents, as this can cause much anxiety. Removing a toddler or an infant from his or her parent will most probably yield a screaming child in whom eliciting any physical findings will be virtually impossible.
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Zengeya, Stanley Tamuka, and Tiroumourougane V. Serane. "Examination of the abdomen." In The MRCPCH Clinical Exam Made Simple. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199587933.003.0013.
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The examination of the abdomen is one of the easier cases in the clinical exam. It is, however, easy for candidates to fail this station if they cannot elicit the appropriate physical findings. As always, listen carefully to the examiner’s instructions. You may be asked to examine either the gastrointestinal system or only the abdomen; they are not the same. Occasionally, you may be instructed to palpate the abdomen and beginning at the hands in such situations will annoy the examiner. While giving instructions to the child, you must use simple language that can be easily understood. The examination of the abdomen is best done in correlation with the available medical history, as it often gives major clues. It helps to have a systematic approach to presenting your findings, which should be practised thoroughly. However, the examination process itself can be performed in a different sequence depending on the age of the child and their degree of cooperation. Key competence skills required in the examination of the abdomen are given in table 7.1. Abdominal cases commonly encountered in the MRCPCH Clinical Exam are listed in table 7.2. These are repeated in every system to reiterate their importance and to help you recollect the initial approach of any clinical exam. Also refer to chapter 4. • On entering the examination room, demonstrate your adherence to infection control measures by washing your hands or decontaminating them using alcohol rub. • Introduce yourself both to the parents and the child. • Talk slowly and clearly with a smile on your face. • Establish rapport with the child and parents (remember that ignoring the child can have negative consequences!). • Ensure privacy: to expose the abdomen adequately, the child should be undressed to the waist. Be careful when exposing older children and adolescents, with whom limited exposure should be practised. Cover the lower part of the body with a bed sheet, to avoid accidental exposure. • Positioning: initial inspection may be done in the standing position. Growth, nutrition, hernias, and abdominal distension are best evaluated in this position.