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Abstract
ObjectiveAn e-portfolio was used to determine the optimal number of times students need to repeat a procedure before they are fully capable of performing it without supervision. The results were compared with the actual number of repetitions performed during the internship period. We also asked these students and their teachers about the optimal number of times each skill should be repeated before it could be considered fully acquired. The questionnaire was answered by 98.6% of the students and 70.3% of their teachers.ResultsBoth students and teachers agreed on a similar optimal value for 16 out of the 21 clinical procedures selected; in the remaining 5, teachers thought that students needed to repeat the procedure more times than the number stated by students. When these optimal values were compared with the actual values recorded in the portfolio during the internships, it was found that about half of all clinical procedures were carried out fewer times than expected, thus providing important feedback about the rotation-based training process. Quantitative information collected in the portfolios revealed a moderate mismatch between students’ and teachers’ perceptions of training needs.
Highlights
The adoption of a system based on the acquisition of clinical competences [1] and the adoption of assessment instruments such as OSCEs in medical schools [2] is slowly changing the way medical teaching is carried out
Both students and teachers agreed on a similar optimal value for 16 out of the 21 clinical procedures selected; in the remaining 5, teachers thought that students needed to repeat the procedure more times than the number stated by students
Regarding the performance of the students (Table 1) in comparison with these optimal numbers, we found that almost half of the procedures (12/21 according to students and 11/21 according to teachers), were repeated fewer times than the optimal value
Summary
The questionnaire was completed by 212 of the 215 students enrolled (98.6%). The mean age of the students was 21.3 ± 0.9 years and they were 119 female and 93 male. The questionnaire was administered to faculty members teaching on the internship, which was completed by 52 out of 74 (70.3%). Their age was 51.3 ± 6.2 years and they were 9 female and 43 male doctors. Regarding the performance of the students (Table 1) in comparison with these optimal numbers, we found that almost half of the procedures (12/21 according to students and 11/21 according to teachers), were repeated fewer times than the optimal value. In the assessment of the course, the mean grades obtained, grouped by competences, were competence 1: 6.72/10; competence 2: 9.54/10; competence 3: 6.75/10; competences 4 & 5: 8.29/10
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