Assessment Of Clinical Examination Skills Research Articles

Do clinical and communication skills scores on credentialing exams predict potentially inappropriate antibiotic prescribing?

There is considerable variation among physicians in inappropriate antibiotic prescribing, which is hypothesized to be attributable to diagnostic uncertainty and ineffective communication. The objective of this study was to evaluate whether clinical and communication skills are associated with antibiotic prescribing for upper respiratory infections and sinusitis. A cohort study of 2,526 international medical graduates and 48,394 U.S. Medicare patients diagnosed by study physicians with an upper respiratory infection or sinusitis between July 2014 and November 2015 was conducted. Clinical and communication skills were measured by scores achieved on the Clinical Skills Assessment examination administered by the Educational Commission for Foreign Medical Graduates (ECFMG) as a requirement for entry into U.S residency programs. Medicare Part D data were used to determine whether patients were dispensed an antibiotic following an outpatient evaluation and management visit with the study physician. Physician age, sex, specialty and practice region were retrieved from the ECFMG databased and American Medical Association (AMA) Masterfile. Multivariate GEE logistic regression was used to evaluate the association between clinical and communication skills and antibiotic prescribing, adjusting for other physician and patient characteristics. Physicians prescribed an antibiotic in 71.1% of encounters in which a patient was diagnosed with sinusitis, and 50.5% of encounters for upper respiratory infections. Better interpersonal skills scores were associated with a significant reduction in the odds of antibiotic prescribing (OR per score decile 0.93, 95% CI 0.87-0.99), while greater proficiency in clinical skills and English proficiency were not. Female physicians, those practicing internal medicine compared to family medicine, those with citizenship from the US compared to all other countries, and those practicing in southern of the US were also more likely to prescribe potentially unnecessary antibiotics. Based on this study, physicians with better interpersonal skills are less likely to prescribe antibiotics for acute sinusitis and upper respiratory infections. Future research should examine whether tailored interpersonal skills training to help physicians manage patient expectations for antibiotics could reduce unnecessary antibiotic prescribing.

How to approach jaundice in the MRCP PACES exam.

For every medical trainee, the Membership of the Royal College of Physicians' Practical Assessment of Clinical Examination Skills (PACES) exam is one of the most difficult exams they must face in their career. It is designed to assess the clinical knowledge and skills of the trainee doctors who are entering higher specialist training. It sets rigorous standards to ensure the competence of the candidates across a range of skills. This article discusses a systematic approach to a patient with jaundice, which is a commonly encountered station in the exam, so that candidates will become more familiar with common causes and how to differentiate between these, as well as important bedside examination skills.

Can achievement at medical admission tests predict future performance in postgraduate clinical assessments? A UK-based national cohort study

ObjectiveTo determine whether scores on two undergraduate admissions tests (BioMedical Admissions Test (BMAT) and University Clinical Aptitude Test (UCAT)) predict performance on the postgraduate Membership of the Royal Colleges of...

How to Prepare for the Membership of the Royal College of Physicians (UK) Part 2 Clinical Examination (Practical Assessment of Clinical Examination Skills): An Exploratory Study

The Practical Assessment of Clinical Examination Skills (PACES) examination is considered the most difficult component of the three-part Membership of the Royal College of Physicians (MRCP) United Kingdom (UK) diploma, which provides budding physicians with access to a diverse pathway of subspecialties and a rewarding medical career. Preparing for the exam is onerous, especially when also juggling work and family demands. This research explored how candidates can prepare for this exam in an organised manner to improve their chances of first-pass success. Semi-structured interviews were conducted with 10 participants in the West Yorkshire region in the UK who had passed the PACES examination within 24 months. The interviews were transcribed onto QSR NVivo software, coded reflexively and analysed using thematic analysis. The analysis identified 25 codes that were aggregated into the following themes according to their density; (a) mental conditioning, (b) clinical exposure, (c) external factors and support, (d) revision courses, (e) knowledge acquisition, (f) playing the objective structured clinical examination (OSCE) game, (g) change of strategy, and (h) novel methods. In summary, it takes more than just clinical exposure and rote learning to pass the exam; preparation involves a complex, multifaceted approach. With proper mental conditioning, organisational skills and confidence, the adverse effect of test anxiety could be reduced to improve chances of success. Peer learning is an effective tool for facilitating examination preparation among candidates, besides providing a supportive framework. Cues from this study could act as a guiding framework for future PACES candidates to further refine their study strategies.

Efficacy of two vertically integrated teaching–learning methods – The ocular basic science workshop versus lecture in enhancing knowledge and skills of ocular examination techniques and underlying principles in second clinical year medical students: A prospective interventional study

Purpose: The purpose of the study was to compare the efficacy of two vertically integrated teaching–learning methods, a peer-led ocular basic science workshop (OBSW) versus lecture by ophthalmology faculty, in enhancing the underlying basic science knowledge and examination skills of ophthalmic clinical tests among second clinical year medical students. Design: This was a prospective, interventional comparative study. Students were randomly assigned to peer-led OBSW and interactive lecture-based method of teaching by a faculty. Change in knowledge was assessed using pre and post multiple-choice question test score. Quantitative assessment of clinical examination skills between the two groups was done using objective structured clinical examination (OSCE) at 2-week postintervention. All assessors were blinded. Student's attitude toward the teaching–learning methods was assessed using a 5-point Likert scale. Setting: This study was conducted in the departments of ophthalmology, anatomy, and physiology of a tertiary care medical college in southern India. Participants: Second clinical year students starting their ophthalmology rotation, 5 peer teachers, and 47 students were recruited. All completed the study. Results: Post intervention, there was a significant change in basic science knowledge from baseline among both the arms. Mean improvement in posttest score immediately following the OBSW was 9.25 (standard deviation [SD]: 3.34, 95% confidence interval (CI): 7.84–10.66, t = 13.57, P = 0.00) and 7.83 (SD: 3.66), 95% CI: 6.24–9.41, t = 10.24, P = 0.00) after the lecture. The improvement in scores continued in the 2-week posttest scores. There was no statistically significant difference in the OSCE scores between the two groups. Conclusions: The vertically integrated OBSW and lecture methods were equally effective in improving knowledge and clinical skills of basic ocular examination skills among the second clinical year medical students.

Fitness to practise sanctions in UK doctors are predicted by poor performance at MRCGP and MRCP(UK) assessments: data linkage study

BackgroundThe predictive validity of postgraduate examinations, such as MRCGP and MRCP(UK) in the UK, is hard to assess, particularly for clinically relevant outcomes. The sanctions imposed on doctors by the UK’s General Medical Council (GMC), including erasure from the Medical Register, are indicators of serious problems with fitness to practise (FtP) that threaten patient safety or wellbeing. This data linkage study combined data on GMC sanctions with data on postgraduate examination performance.MethodsExamination results were obtained for UK registered doctors taking the MRCGP Applied Knowledge Test (AKT; n = 27,561) or Clinical Skills Assessment (CSA; n = 17,365) at first attempt between 2010 and 2016 or taking MRCP(UK) Part 1 (MCQ; n = 37,358), Part 2 (MCQ; n = 28,285) or Practical Assessment of Clinical Examination Skills (PACES; n = 27,040) at first attempt between 2001 and 2016. Exam data were linked with GMC actions on a doctor’s registration from September 2008 to January 2017, sanctions including Erasure, Suspension, Conditions on Practice, Undertakings or Warnings (ESCUW). Examination results were only considered at first attempts. Multiple logistic regression assessed the odds ratio for ESCUW in relation to examination results. Multiple imputation was used for structurally missing values.ResultsDoctors sanctioned by the GMC performed substantially less well on MRCGP and MRCP(UK), with a mean Cohen’s d across the five exams of − 0.68. Doctors on the 2.5th percentile of exam performance were about 12 times more likely to have FtP problems than those on the 97.5th percentile. Knowledge assessments and clinical assessments were independent predictors of future sanctions, with clinical assessments predicting ESCUW significantly better. The log odds of an FtP sanction were linearly related to examination marks over the entire range of performance, additional performance increments lowering the risk of FtP sanctions at all performance levels.ConclusionsMRCGP and MRCP(UK) performance are valid predictors of professionally important outcomes that transcend simple knowledge or skills and the GMC puts under the headings of conduct and trust. Postgraduate examinations may predict FtP sanctions because the psychological processes involved in successfully studying, understanding and practising medicine at a high level share similar mechanisms to those underlying conduct and trust.

Passing MRCP (UK) PACES: a cross-sectional study examining the performance of doctors by sex and country

BackgroundThere is much discussion about the sex differences that exist in medical education. Research from the United Kingdom (UK) and United States has found female doctors earn less, and are less likely to be senior authors on academic papers, but female doctors are also less likely to be sanctioned, and have been found to perform better academically and clinically. It is also known that international medical graduates tend to perform more poorly academically compared to home-trained graduates in the UK, US, and Canada. It is uncertain whether the magnitude and direction of sex differences in doctors’ performance is variable by country. We explored the association between doctors’ sex and their performance at a large international high-stakes clinical examination: the Membership of the Royal Colleges of Physicians (UK) Practical Assessment of Clinical Examination Skills (PACES). We examined how sex differences varied by the country in which the doctor received their primary medical qualification, the country in which they took the PACES examination, and by the country in which they are registered to practise.MethodsSeven thousand six hundred seventy-one doctors attempted PACES between October 2010 and May 2013. We analysed sex differences in first time pass rates, controlling for ethnicity, in three groups: (i) UK medical graduates (N = 3574); (ii) non-UK medical graduates registered with the UK medical regulator, the General Medical Council (GMC), and thus likely to be working in the UK (N = 1067); and (iii) non-UK medical graduates without GMC registration and so legally unable to work or train in the UK (N = 2179).ResultsFemale doctors were statistically significantly more likely to pass at their first attempt in all three groups, with the greatest sex effect seen in non-UK medical graduates without GMC registration (OR = 1.99; 95% CI = 1.65-2.39; P < 0.0001) and the smallest in the UK graduates (OR = 1.18; 95% CI = 1.03-1.35; P = 0.02).ConclusionsAs found in a previous format of this examination and in other clinical examinations, female doctors outperformed male doctors. Further work is required to explore why sex differences were greater in non-UK graduates, especially those without GMC registration, and to consider how examination performance may relate to performance in practice.

Improving MRCP PACES pass rates through the introduction of a regional multifaceted support framework

IntroductionPractical Assessment of Clinical Examination Skills (PACES) constitutes the final part of the mandatory Royal College of Physicians exam series for progression to higher specialty training. Pass rates were lower...

The benefits of a peer-assisted mock PACES.

Peer-assisted learning (PAL) and mock examinations have been credited as effective teaching tools; however, there is a lack of research into their effectiveness in PACES (practical assessment of clinical examination skills). This study demonstrates an effective model and the benefits of PAL after its implementation in a mock PACES at Imperial College London. There is a lack of research into the effectiveness of PAL and mock examinations in PACES METHODS: A mock PACES was designed for fifth-year medical students. Examiners were recruited from the final year and from the foundation year doctor (intern) cohort. A Likert scale (1, strongly disagree; 5, strongly agree) questionnaire given before and after the exam was used to investigate its effectiveness. A total of 41 pre-mock exam surveys (57% completion rate) and 57 post-mock exam surveys (79% completion rate) were completed. Students felt significantly more confident after the mock PACES (mean 3.54 post-mock exam versus 2.68 pre-mock exam), with 90.64percent of students agreeing that this mock PACES was more useful than a lecture-based format, bedside teaching and small group teaching in order to prepare for this exam. Twenty-eight tutor surveys were completed (87.5% completion rate). Tutors agreed that the mock PACES had improved their confidence in their teaching ability (mean 4.07) and enhanced their clinical knowledge (mean 4.18). The mock PACES demonstrated benefits to confidence levels and knowledge both for tutees and tutors. The results demonstrate an effective model in examination preparation for PACES. This reinforces the holistic positive attributes gained from the use of PAL and mock examinations, whilst encouraging its use within the undergraduate syllabus.

Hearing crackles: why all GPs should pass PACES.

As a GP registrar, the MRCGP Clinical Skills Assessment (CSA) exam is currently at the forefront of my mind. Vocational Training Scheme teaching focuses on how to pass, evenings are spent revising, and my bank account, now £1700 lighter, still makes me shudder. And yet, perhaps naively, it was still a shock to me to find out that at no point in the CSA exam am I expected to accurately detect real clinical signs. Of course, the CSA assesses many other important skills, including problem-solving skills, person-centred care, and attitudinal aspects.1 My argument is certainly not with the inclusion of these. However, given that ‘The validity of the CSA resides in its realistic simulation of real-life consultations’ ,2 it seems strange that it includes no real patients, and consequently no real physical signs, both somewhat important components, I would argue, of many real-life consultations. By contrast, the clinical component of Membership of the Royal College of Physicians (MRCP), the PACES exam (Practical Assessment of Clinical Examination Skills),3 involves real patients with a given condition. Candidates undertake a respiratory, abdominal, cardiovascular, and neurological exam, as well as a history station, communication and ethics station, and two brief clinical consultations. In these, candidates are given 8 minutes with a patient to take a focused history, carry out a relevant examination, respond to the patient’s concerns, and explain a management plan. This PACES exam is robust, and considered a rite of passage for medical trainees, who often require multiple attempts to pass. To a GP trainee it often seems unattainably tough. When colleagues pass, we congratulate them, but we also breathe a sigh of relief that we don’t have to go through the same arduous process, and, in doing so, we perhaps elevate our colleagues above ourselves. I would …

International medical graduates: a qualitative exploration of factors associated with success in the clinical skills assessment

Background: International medical graduates (IMGs) are known to have significantly lower first attempt pass rates at the clinical skills assessment examination (CSA) than UK graduates. Whilst much has been published concerning higher fail rates in this group, there has been very little exploration of factors associated with success. Aims: This research aims to identify and explore factors associated with success in the CSA. Method: Telephone interviews with 10 IMGs who had passed the CSA on their first attempt were undertaken. Participants were current or recent (previous academic year) GP trainees in Scotland. Transcripts of the interviews were analysed by a thematic analysis approach. Results: Six main themes emerged from the data analysis. These were insights into the challenges, a proactive approach, refining consultation skills, learning with UK graduates, valuing feedback and supportive relationships. Conclucions: This research adds the much-needed voice and experience of IMGs to a current area of uncertainty and challenge in medical education. It provides some insights into potential solutions to the issues and will be of interest to both trainees and those involved in their education.

Assessment of Clinical Examination Skills in Surgical Postgraduate Residents in Surgical O.P.D. in Rural Medical College

Introduction- Surgical postgraduate residents face to examine lot of patients in the surgical OPD in a limited time. So they depend on investigations to arrive at provisional diagnosis. The common methods of assessing the students are written examination and faculty and resident summation rating. In the summative rating, the students do not receive feedback as regards their clinical skills and so their validity is doubtful. OSCES are reliable and valid clinical assessment but are expensive and time consuming. Ideal approach- Surgical postgraduate residents should take the history in detail and do the clinical examination properly. They should develop a thought process to utilize these findings to come to the provisional diagnosis and use limited investigations to reinforce their diagnosis. The feasible tool which promotes observation of residents clinical skill is essential. This is achieved by Mini-CEX. American Board of Internal medicine (ABIM) developed Mini-CEX for the assessment of clinical skills of residents. Aim- Use of Mini-CEX is one good way to achieve this goal. Objectives- To improve the clinical examination skill in postgraduate surgical residents. They should utilize the investigative tools to reinforce their diagnosis by examination of the patient as a whole. Innovation- To achieve this goal, the use of Mini-CEX was implemented. Material and Methods 1. Preproject questionnaire. 2. Implementation. 3. Interval feedback.4.Assessment. Method - Mini-CEX Results- The use of Mini-CEX in surgical post graduate residents in Surgery OPD has positively contributed in achieving objectives of developing thought process to reach provisional diagnosis by utilizing history and clinical examination.

Performance at MRCP(UK): when should trainees sit examinations?

This paper analyses candidate performance in the three components of the MRCP(UK) examination to establish when they are most likely to pass. Using data from the 2010 and 2011 MRCP(UK) examinations, pass rates of candidates who gained their primary medical qualification (PMQ) in 2005 or later were analysed. Results from a total of 22,827 candidates were included in the study: 12,517 (54.8%) from Part 1, 5,545 (24.3%) from Part 2 written and 4,765 (20.9%) from the Part 2 practical assessment of clinical examination skills (PACES). The results show that candidates are more likely to pass Part 1 and Part 2 written 12–24 months after graduation and to pass Part 2 PACES 25–36 months after graduation. When we consider the training programme for physicians in the UK, successful candidates are likely to be in foundation programmes or early core or specialty training when they achieve success. At the moment, some candidates are dissuaded from taking the examination during their foundation programme, but our data show that their likelihood of success is highest during this period of training. The analysis also shows that for candidates who fail their first attempt, delaying their next attempt by one diet significantly increases the likelihood of them passing at their next attempt.

Why patients take part in the Royal College of Physicians Practical Assessment of Clinical Examination Skills (MRCP PACES)

The aim of this study was to examine patients' motivation to participate in the Royal College of Physicians Practical Assessment of Clinical Examination Skills (PACES). An exploratory cross-sectional study was performed with data collected via telephone interviews. All patients aged 18+ who participated in PACES at University Hospitals Coventry and Warwickshire in the last two years were invited to take part; 28 patients were interviewed. Data were analysed using thematic content analysis. Motivational factors identified included the opportunity to give something back for the care received, contributing to doctors' learning processes, altruism and being able to learn more about one's own condition. Patients believed that they offered real-life experiences that cannot be provided by actors. The social environment during PACES played a large part in volunteer retention. Recruitment of patient volunteers needs to emphasise the altruistic nature of the role in assisting the learning process for doctors and the subsequent benefit for future patients.

Performance in the MRCP(UK) Examination 2003–4: analysis of pass rates of UK graduates in relation to self-declared ethnicity and gender

BackgroundMale students and students from ethnic minorities have been reported to underperform in undergraduate medical examinations. We examined the effects of ethnicity and gender on pass rates in UK medical graduates sitting the Membership of the Royal Colleges of Physicians in the United Kingdom [MRCP(UK)] Examination in 2003–4.MethodsPass rates for each part of the examination were analysed for differences between graduate groupings based on self-declared ethnicity and gender.ResultsAll candidates declared their gender, and 84–90% declared their ethnicity. In all three parts of the examination, white candidates performed better than other ethnic groups (P < 0.001). In the MRCP(UK) Part 1 and Part 2 Written Examinations, there was no significant difference in pass rate between male and female graduates, nor was there any interaction between gender and ethnicity. In the Part 2 Clinical Examination (Practical Assessment of Clinical Examination Skills, PACES), women performed better than did men (P < 0.001). Non-white men performed more poorly than expected, relative to white men or non-white women. Analysis of individual station marks showed significant interaction between candidate and examiner ethnicity for performance on communication skills (P = 0.011), but not on clinical skills (P = 0.176). Analysis of overall average marks showed no interaction between candidate gender and the number of assessments made by female examiners (P = 0.151).ConclusionThe cause of these differences is most likely to be multifactorial, but cannot be readily explained in terms of previous educational experience or differential performance on particular parts of the examination. Potential examiner prejudice, significant only in the cases where there were two non-white examiners and the candidate was non-white, might indicate different cultural interpretations of the judgements being made.

Analysis of predictors of success in the MRCP (UK) PACES examination in candidates attending a revision course

Objective: To determine factors that predict success of candidates taking a revision course in preparation for the MRCP (UK) PACES (practical assessment of clinical examination skills) examination. Design: A questionnaire...

Development and Evaluation of a Method for Evaluating Pediatric Residents' Knowledge and Skill in Performing Physical Examinations of the Ankle and Knee

Pediatric residents need the knowledge and physical examination skills to evaluate common musculoskeletal injuries. The ankle and the knee are the 2 most common sites of musculoskeletal injury in young athletes. Methods for evaluating pediatric residents' knowledge and skills in examining the ankle and knee are needed. 1) To describe the development of a method for evaluating pediatric residents' knowledge and skill in performing physical examinations of the ankle and knee, and 2) to report the reliability of this method. A written test and a Clinical Skills Assessment Examination (CSAE) with a rating index were developed by the investigators to evaluate pediatric residents' knowledge and skills in examining the ankle and knee. Fifty-eight pediatric residents completed the written test and examined the ankle and knee of one standardized patient at the beginning of a required 1-month adolescent medicine rotation. Forty-eight residents repeated the evaluation at the end of the month. The investigators rated the residents' performance of the CSAE and then assessed interrater reliability using Cronbach's alpha. Test-retest correlation was calculated to assess the reliability of the written test. Test-retest correlation for the written test was 0.72, establishing its reliability. Interrater reliability for rating the CSAE of the ankle and knee was 0.98 and 0.90, respectively. Pediatric residents' knowledge and skills in examining the ankle and knee can be reliably evaluated using the written test and CSAE described in this article. These could be used to assess the effectiveness of current curricula in improving pediatric residents' knowledge and skill in evaluating ankle and knee complaints and to assist in the design of future curricula. musculoskeletal, evaluation methods, resident curriculum.

Pediatric residents' performance of ankle and knee examinations after an educational intervention.

Pediatric residents have the need for additional training in the care of common musculoskeletal injuries. To implement and evaluate the effects of a teaching intervention on pediatric residents' knowledge and skills in performing the physical examination of the ankle and knee. Prospective, intervention, single-sample study design. Pediatric residents (n = 58) on a 1-month adolescent medicine rotation received a teaching intervention after a baseline evaluation of their knowledge and skills. The teaching intervention was designed to improve their knowledge about and skills in performing physical examinations of the ankle and knee. The intervention included watching a videotape, followed by observation of the attending physician demonstrating the techniques on a standardized patient, followed by correct demonstration of the techniques by the resident. The residents' knowledge and skills were assessed at the end of the rotation and 9 months later. Knowledge was assessed using a written examination. Skills assessment was performed using a Clinical Skills Assessment Examination. At baseline, the residents performed 37% of the ankle and 18% of the knee physical examination techniques correctly. At 1 and 9 months, the residents' knowledge of ankle and knee examinations was greater than at baseline. The residents performed 77% of the techniques correctly at 1 month and 67% at 9 months. The residents performed 55% of the knee examination techniques correctly at 1 month and 47% at 9 months. The teaching intervention was rated highly by the residents. The residents' performance of ankle and knee examinations was suboptimal at baseline and improved significantly after the teaching intervention. Observed improvements persisted for a mean of 35 weeks. The teaching intervention described in this study could meet the need for improved ankle and knee examination skills, the 2 most common sites of skeletal injury in young athletes. The teaching model is novel in that it couples videotape and skills-based teaching methods with reliable evaluation methods. This model teaching method could be adapted for use in other pediatric residency training programs and other content areas. musculoskeletal, physical examination, resident curriculum.

A double standard in double degree

A double standard in double degree

Results of the second Clinical Skills Assessment Examination of the ECFMG.

To test the hypothesis that the clinical skills of many foreign medical graduates entering residencies in the United States are deficient, the Educational Commission for Foreign Medical Graduates (ECFMG) administered a second, more extensive pilot examination called the Clinical Skills Assessment Examination. The test was constructed after identifying those clinical skills considered to be suitable for testing in a large-scale examination conducted at multiple locations. The test was given to 635 foreign medical graduates (including 53 U.S. citizens) who had been certified by the ECFMG and to a reference sample of 123 graduates of U.S. medical schools. All of the graduates took the test prior to their first postgraduate year of training. The results did not differ significantly from those of a previous test. The clinical skills of 28% of the graduates of foreign medical schools who took the examination were found to be inadequate when compared with those of graduates of U.S. schools. The conclusion reached was that a clinical skills examination is feasible for inclusion in the ECFMG certification process.