Abstract
Phenomenon: Trainees and practicing physicians are judged by the way that they present patients. We therefore invest heavily in teaching students how to do oral case presentations (OCPs), but the relative weights by which different aspects of these complex tasks contributes to an overall evaluation is poorly understood. Approach: We sought to contrast how clinical evaluators assess students’ OCPs and how medical students expect OCPs to be evaluated. Multiple linear regression and correlation matrices assessed how individual components of 3rd-year medical students’ OCPs affect overall faculty assessment of students’ performance using the previously validated Patient Presentation Rating tool. Preclinical medical students were surveyed to determine how they expect their OCPs to be evaluated. Findings: Faculty evaluations of students’ overall organization and descriptions of patients’ situations and vital signs were strongly associated with their overall OCP evaluation. Students believed that describing the patient’s situation, chief complaint, and history of present illness would be highly valued but not organization or vital signs descriptions. Insights: Students and faculty differ about what is important in OCPs. Aligning these perceptions through intentional redesign of curricula and feedback instruments may facilitate teaching clinical communication to students.
Published Version
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