Abstract
Objective: We aimed to study the correlation between procedure experiences in the clinical setting and objective structured clinical examination (OSCE) scores achieved at the end of an emergency medicine clerkship for the final-year medical students.Methods: This is a retrospective analysis of prospectively collected clinical data of 141 final-year medical students and their OSCE scores for the two consecutive academic years (2015-2017). The experience of practical skills including suturing, extended focused assessment sonography for trauma (EFAST), airway management, and cardiopulmonary resuscitation was correlated with the final OSCE scores in the same areas.Results: Weighted experiences of the four procedures were significantly correlated with the total OSCE station scores (p = 0.027, Spearman's rho = 0.19). Suturing OSCE scores were significantly higher than the other stations (p < 0.0001, Wilcoxon signed-rank test). There was a significant correlation between suturing experience and its OSCE score (p = 0.036, Spearman’s rho = 0.18). There was also a strong trend in correlation between EFAST experience and its OSCE score (p = 0.063, Spearman’s rho = 0.16). There was a significant difference in weighted experience between each of the four procedures (p < 0.0001, Wilcoxon signed-rank test). In all cut-off levels (75-95) of OSCE scores, students showed higher weighted procedure experience for those who had higher scores. Statistical significance was found only for students who scored more than 90% of the OSCE score.Conclusion: Clinical experience of procedures improved OSCE scores of the same procedures. The top students showed significant higher weighted procedure experience.
Highlights
Students learn and share knowledge with their peers and role models by observing and participating in a learning environment [1,2,3]
extended focused assessment sonography for trauma (EFAST), airway management skills, and cardiopulmonary resuscitation (CPR) procedures were encountered by students 550 (7.7%), 193 (2.7%), 95 (1.3%), and 40 (0.6%) times, respectively
The combined total weighted experiences of four procedures were significantly correlated with total Objective structured clinical examination (OSCE) station scores (p = 0.027, Spearman's rho = 0.19)
Summary
Students learn and share knowledge with their peers and role models by observing and participating in a learning environment [1,2,3]. As medical educators, is to ensure successful and enjoyable learning experiences for students with clear learning objectives, comprehensive educational plan, healthy and rich clinical practice environment, as well as proper assessments. Different modern teaching methods such as flipped classroom, team-based learning, simulations, and skills practices improve student learning [11,12,13,14]. We use these varied methods to teach our students. Objective structured clinical examination (OSCE) is a validated assessment tool for practical skills, which is used for undergraduate students in the EM clerkship [15,16]
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