Abstract
This article was migrated. The article was marked as recommended. Several studies in recent years have shown that the physical examination skills of medical students are inadequate. In response to this deficit, a new teaching intervention has been developed consisting of five physical examination courses and a set of corresponding bedside teaching modules. The bedside modules are primarily intended to provide the opportunity for practical application of the examination techniques learned. One particularity of the bedside teaching was the use of handheld ultrasound (HHU) units in order to be able to visualize and verify/falsify diagnostic findings immediately. Since this demonstration of findings was standardized according to the specifications of the Rapid Ultrasound in Shock and Hypotension (RUSH) protocol, it constituted the basis for the communication of basic emergency ultrasound skills. A pilot study, which included an initial evaluation, has demonstrated this concept is feasible and is met with great interest on the part of the students.
Highlights
Together with the taking of a patient's medical history, the physical examination constitutes the basis of any medical treatment
The physicians' faith in technology, time pressure, and shorter patient stays further aggravate the problem (Dunnington et al, 1992; Hardman, Patel and Delbridge, 1997; Leese and Bosanquet, 1996; Scott and Wordsworth, 1999). This situation results in a vicious cycle because the frequency of physical examinations is decreasing, the importance of physical examinations is underestimated, and coverage of physical examination techniques during medical degree studies is being neglected to an increasing extent
The students who participated were asked to complete a short questionnaire following the teaching intervention. This questionnaire confronted the participants with statements regarding the teaching intervention that were to be answered with Yes or No it is not possible to draw any statistically relevant conclusions due to the small number of participants, the initial evaluation indicated that the format used could be beneficial
Summary
Together with the taking of a patient's medical history, the physical examination constitutes the basis of any medical treatment. Junior physicians are rarely supervised when performing physical examinations and receive little instruction that could lead them to optimize their skills (Burdick and Schoffstall, 1995; Sachdeva et al, 1995; Stone, Angevine and Sivertson, 1989) This is made even more difficult by their performance of intensified chart rounds and reduced time in the actual patient's room (Collins, Cassie and Daggett, 1978; Shankel and Mazzaferri, 1986). The physicians' faith in technology, time pressure, and shorter patient stays further aggravate the problem (Dunnington et al, 1992; Hardman, Patel and Delbridge, 1997; Leese and Bosanquet, 1996; Scott and Wordsworth, 1999) This situation results in a vicious cycle because the frequency of physical examinations is decreasing, the importance of physical examinations is underestimated, and coverage of physical examination techniques during medical degree studies is being neglected to an increasing extent.
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