Assessment Of Medical Students Research Articles

Frontline assessors’ opinions about grading committees in a medicine clerkship

BackgroundCollective decision-making by grading committees has been proposed as a strategy to improve the fairness and consistency of grading and summative assessment compared to individual evaluations. In the 2020–2021 academic year, Washington University School of Medicine in St. Louis (WUSM) instituted grading committees in the assessment of third-year medical students on core clerkships, including the Internal Medicine clerkship. We explored how frontline assessors perceive the role of grading committees in the Internal Medicine core clerkship at WUSM and sought to identify challenges that could be addressed in assessor development initiatives.MethodsWe conducted four semi-structured focus group interviews with resident (n = 6) and faculty (n = 17) volunteers from inpatient and outpatient Internal Medicine clerkship rotations. Transcripts were analyzed using thematic analysis.ResultsParticipants felt that the transition to a grading committee had benefits and drawbacks for both assessors and students. Grading committees were thought to improve grading fairness and reduce pressure on assessors. However, some participants perceived a loss of responsibility in students’ grading. Furthermore, assessors recognized persistent challenges in communicating students’ performance via assessment forms and misunderstandings about the new grading process. Interviewees identified a need for more training in formal assessment; however, there was no universally preferred training modality.ConclusionsFrontline assessors view the switch from individual graders to a grading committee as beneficial due to a perceived reduction of bias and improvement in grading fairness; however, they report ongoing challenges in the utilization of assessment tools and incomplete understanding of the grading and assessment process.

Ethical issues and proposed solutions in conducting practical assessment of medical students involving patients

Practical assessment involving patients plays a vital role in medical education, allowing students to demonstrate their clinical competencies. However, there are significant ethical concerns associated with these assessments that require careful consideration and resolution. The primary ethical concerns include violation of patient autonomy, lack of written informed consent, power dynamics, cultural differences, potential harm to patients, breach of privacy and confidentiality, discomfort to admitted patients, financial loss to patients, impact on other patients’ care, and delays in workup/procedures. To address these concerns, measures such as respecting patient autonomy, obtaining written informed consent, ensuring patient safety, exploring alternative methods, providing reimbursement, resource planning, creating a supportive environment, developing cultural competency, putting in place a feedback system, prioritising patient care, and implementing ethical oversight and monitoring are recommended. The formulation of a guideline could be a crucial starting point, and it should be integrated into a broader ethical framework that encompasses education and training, ethical oversight, ongoing monitoring, and a culture that prioritises ethical conduct.

Pengembangan Sistem Evaluasi OSCE Berbasis Aplikasi Ponsel untuk Mahasiswa Kedokteran di Indonesia

Pengembangan Sistem Evaluasi OSCE Berbasis Aplikasi Ponsel untuk Mahasiswa Kedokteran di Indonesia

Digital vs Conventional OSCE in Orthopedic Surgery: A Feasibility Cross-Sectional Study

Remote OSCEs (Objective Structured Clinical Examination) are an alternative evaluation method during pandemic periods but they have never been evaluated in orthopedic surgery. We aimed to evaluate whether remote OSCEs would be feasible, and efficient for assessment of undergraduate medical students. A cross-sectional study was performed. Thirty-four students were randomly assigned into 2 equal groups, either the conventional OSCE group or the digital OSCE group. Three types of skills were assessed: technical procedure, clinical examination, and radiographic analysis. Students were graded and they filled in a satisfaction questionnaire for both types of OSCEs. The mean score, out of 20, was 14.3 ± 2.5 (range 9.3-19) for the digital sessions, versus 14.4 ± 2.3 (range 10-18.6) for conventional sessions (p = 0.81). Bland Altman Plot showed that 88% of students scored within agreement. The average global feedback was different for item repeatability, relevance, and OSCEs preference (p < 0.0001, p = 0.0001, and p < 0.0001 respectively). However, they did not report differences for the item concerning the organization (p = 0.2). The results of this comparative study between digital and conventional OSCEs showed comparable distance learning scores between the 2 groups, whatever the skill assessed. However, the student's evaluation showed some reticence to conduct again OSCEs remotely.

The Utility of Anatomy Assessment in Preclinical Undergraduate Medical Curriculum: A Scoping Review Protocol

Anatomy has been taught predominantly in the preclinical years. However, little guidance exists for medical educators in designing appropriate assessments of anatomy knowledge. In general, medical schools implement and determine their own curricula and methods of assessment. The purpose of this scoping review is to examine the breadth of literature regarding the utility of anatomy assessments, which will be reported whether they have been investigated in terms of validity, reliability, practicality, feasibility, cost-effectiveness, and educational impact in the included resources. This scoping review will be conducted using the Joanna Briggs Institute (JBI) scoping review guideline, and its protocol is outlined to systematically map the utility of anatomy assessments in preclinical undergraduate medical curricula over the past 20 years. Primary data will be searched from relevant studies, review articles, and grey literature sources between 2002 and 2023. The resource searching will be performed using the three-step search strategy, namely review search, study selection, and evidence charting, which will involve four electronic databases and two independent reviewers. As secondary research, this review does not require ethical approval. The review will not only permit better comparisons of anatomy assessment and foster meaningful evaluation of both medical students and teaching establishments to take place in the anticipation of ensuring the constructive alignment in anatomy education but also produce important information on the quality of anatomy assessment in the context of the undergraduate medical curriculum. The findings will be disseminated through journals and conferences targeting anatomy educators worldwide.

Librarian-Led Assessment of Medical Students' Evidence-Based Medicine Competency: Facilitators and Barriers.

We must ensure, through rigorous assessment that physicians have the evidence-based medicine (EBM) skills to identify and apply the best available information to their clinical work. However, there is limited guidance on how to assess EBM competency. With a better understanding of their current role in EBM education, Health Sciences Librarians (HSLs), as experts, should be able to contribute to the assessment of medical student EBM competence. The purpose of this study is to explore the HSLs perspective on EBM assessment practices, both current state and potential future activities. We conducted focus groups with librarians from across the United States to explore their perceptions of assessing EBM competence in medical students. Participants had been trained to be raters of EBM competence as part of a novel Objective Structured Clinical Examination (OSCE). This OSCE was just the starting point and the discussion covered topics of current EBM assessment and possibility for expanded responsibilities at their own institutions. We used a reflexive thematic analysis approach to construct themes from our conversations. We constructed eight themes in four broad categories that influence the success of librarians being able to engage in effective assessment of EBM: administrative, curricular, medical student, and librarian. Our results inform medical school leadership by pointing out the modifiable factors that enable librarians to be more engaged in conducting effective assessment. They highlight the need for novel tools, like EBM OSCEs, that can address multiple barriers and create opportunities for deeper integration of librarians into assessment processes.

Implementation and faculty perception of outpatient medical student workplace-based assessments.

There is growing interest in use of entrustable professional activity (EPA)-grounded workplace-based assessments (WBAs) to assess medical students through direct observation in the clinical setting. However, there has been very little reflection on how these tools are received by the faculty using them to deliver feedback. Faculty acceptance of WBAs is fundamentally important to sustained utilisation in the clinical setting, and understanding faculty perceptions of the WBA as an adjunct for giving targeted feedback is necessary to guide future faculty development in this area. Use of a formative EPA-grounded WBA was implemented in the ambulatory setting during the paediatrics clerkship following performance-driven training and frame-of-reference training with faculty. Surveys and semi-structured interviews with faculty members explored how faculty perceived the tool and its impact on feedback delivery. Faculty reported providing more specific, task-oriented feedback following implementation of the WBA, as well as greater timeliness of feedback and greater satisfaction with opportunities to provide feedback, although these later two findings did not reach significance. Themes from the interviews reflected the benefits of WBAs, persistent barriers to the provision of feedback and suggestions for improvement of the WBA. EPA-grounded WBAs are feasible to implement in the outpatient primary care setting and improve feedback delivery around core EPAs. The WBAs positively impacted the way faculty conceptualise feedback and provide learners with more actionable, behaviour-based feedback. Findings will inform modifications to the WBA and future faculty development and training to allow for sustainable WBA utilisation in the core clerkship.

Comparison of peer-assisted learning with expert-led learning in medical school ultrasound education: a systematic review and meta-analysis.

Teaching point-of-care ultrasonography (PoCUS) to medical students is resource intensive. Peer-assisted learning, where the teacher can be a medical student, may be a feasible alternative to expert-led learning. The objective of this systematic review and meta-analysis was to compare the PoCUS performance assessments of medical students receiving peer-assisted vs expert-led learning. This study was submitted to PROSPERO (CRD42023383915) and reported with PRISMA guidelines. MEDLINE, Embase, ERIC, Education Source, Scopus, and Web of Science were searched from inception to November 2022. Inclusion criteria were studies comparing peer-assisted vs expert-led PoCUS teaching for undergraduate medical students. The primary outcome was performance assessment of PoCUS skills. Two reviewers independently screened citations and extracted data. The Cochrane risk-of-bias tool for randomized trials was used to assess study quality. Studies were included in the meta-analysis if mean performance assessment scores with standard deviations and sample sizes were available. A random-effects meta-analysis was conducted to estimate the accuracy score of practical knowledge test for each group. A meta-regression evaluated difference in mean scores. The search yielded 2890 citations; 1417 unique citations remained after removing duplicates. Nine randomized-controlled studies conducted in Germany, USA, and Israel, with 593 participants, were included in the meta-analysis. The included studies assessed teaching of abdominal, cardiac, thoracic, musculoskeletal, and ocular PoCUS skills. Most studies had some risk-of-bias concerns. The estimate accuracy score after weighting is 0.56 (95% CI [0.47, 0.65]) for peer-assisted learning and 0.59 (95% CI [0.49, 0.69]) for expert-led learning. The regression coefficient estimate is 0.0281 (95% CI [-0.1121, 0.1683]); P value is 0.69. This meta-analysis found that peer-assisted learning was a reasonable alternative to expert-led learning for teaching PoCUS skills to medical students.

Assessment of medical students' knowledge of primary limb sarcomas

IntroductionTypically, oncology is not a structured part of the curriculum in Brazilian medical schools. Furthermore, sarcomas, which are uncommon tumors, are seldom covered in depth. A lack of comprehensive education on sarcomas might result in medical professionals being ill-equipped to care for patients with this condition.ObjectivesTo assess medical students' understanding and awareness of sarcomas and the specific principles related to these tumors.Materials and methodsA quantitative, cross-sectional study was conducted using a questionnaire, applied to medical students, focusing on the epidemiology, pathophysiology, and treatments of bone and soft tissue sarcomas. In all tests, the significance level adopted was 5%. The SPSS version 25.0 software was used.ResultsOf the 825 questionnaires distributed, 325 were returned. Educational sessions on sarcomas did not appear to significantly improve the student's knowledge. Only 29.5% of students identified the lack of pain as an indicator of potential malignancy in soft tissue sarcomas, while 73.8% correctly recognized pain as a symptom of bone sarcomas. Limb amputation as the optimal surgical method for patient recovery was incorrectly reported by 39.1% of the sample.ConclusionA great part of the surveyed population does not have adequate knowledge about the basic concepts associated with limb sarcomas. The minority of them are satisfied with the knowledge gained during their medical education about these tumors. Inadequate medical academic training may initially lead to the wrong clinical management of patients with bone and soft tissue tumor lesions. An educational effort is needed to enhance oncology education for medical students, especially concerning sarcomas.

Assessment of Medical Students' Knowledge of Ocular First Aid During Trauma: A Cross-Sectional Study From King Abdulaziz University.

Background Ocular trauma is defined as an eye injury of diverse types and subtypes, all of which can threaten vision. Hence, a precise first-aid approach is crucial to salvage the eyes and prevent blindness. Therefore, this study was designed to assess the level of knowledge among medical students at King Abdulaziz University (KAU) and identify factors that affect knowledge regarding ocular first aid in cases of trauma. Methodology A cross-sectional approach was used, targeting KAU medical students. First, students were asked to voluntarily respond to a previously used questionnaire that contained demographic data, including gender, marital status, socioeconomic status, academic year, and city of residence, followed by a history of ocular trauma. Then, questions were asked to assess their knowledge regarding different types of ocular trauma and proper first aid. Results A total of 310 participants responded to the questionnaire. Participants included both sexes, with 169 (50.8%) being males. Only 89 (26.7%) participants had a history of managing ocular injury. Knowledge levels were divided into good 76 (27%) and poor 201 (73%). Third-year students had the highest percentage of poor knowledge, whereas sixth-year students had the highest level of knowledge. The source of knowledge was mainly from studies. Conclusions The ocular first-aid knowledge level was predominantly poor, accounting for 201 (73%) of all responses. Thus, steps to enhance knowledge should be taken.

Assessment of medical students’ knowledge of anaphylaxis management

Assessment of medical students’ knowledge of anaphylaxis management

Using Pupil Diameter for Psychological Resilience Assessment in Medical Students Based on SVM and SHAP Model.

Effectively assessing psychological resilience for medical students is vital for identifying at-risk individuals and developing tailored interventions. At present, few studies have combined physiological indexes of the human body and machine learning for psychological resilience assessment. This study presents a novel approach that employs pupil diameter features and machine learning to predict psychological resilience risk objectively. Firstly, we designed a stimulus paradigm (via auditory and visual stimuli) and collected pupil diameter data from participants using eye-tracking technology. Secondly, the pupil data was preprocessed, including linear interpolation, blink detection, and subtractive baseline correction. Thirdly, statistical metrics were extracted and optimal feature subsets were obtained by Recursive Feature Elimination with Cross-Validation (RFECV). Subsequently, the classification models, including Logistic Regression (LR), Random Forest (RF), Support Vector Machine (SVM), and eXtreme Gradient Boosting (XGBoost), were trained. The experimental results show that the SVM model has the best performance, and its balance accuracy, recall, and AUC reach 0.906, 0.89, and 0.932, respectively. Finally, we leveraged the Shapley additive explanation (SHAP) model for interpretability analysis. It revealed auditory stimuli have a more significant effect than visual stimuli in psychological resilience assessment. These findings suggested that pupil diameter could be a vital metric for assessing psychological resilience.

A Longitudinal Assessment of Self-directed Learning Readiness and Development in Medical Students.

Self-directed learning (SDL) competency is important for physicians to stay abreast of advances in their field and to provide the best available evidence-based care to their patients. Therefore, an essential responsibility of medical educators is to ensure the development of SDL skills in their students. The first objective of this study was to investigate longitudinally the degree to which medical students were ready to engage in SDL. The second objective was to examine students' perceptions of their SDL development throughout training. A 2-part study of preclinical and clinical medical students was carried out at a midwestern U.S. university. In Study A, a longitudinal assessment of preclinical medical students' readiness to engage in SDL was conducted by administering an SDL readiness survey (SDLRS). In Study B, third- and fourth-year medical students were asked to reflect on their SDL development, in addition to completing the SDLRS. After validating the Hendry and Ginns version of the SDLRS in preclinical medical students during Study A, we found that 3 of the 4 subscales remained constant over the 3 iterations of the survey while the self-determination subscale increased significantly between the first and third iteration of the survey. In Study B, an analysis of the clinical medical students' comments indicated a perceived increase in their SDL abilities and a growing appreciation of SDL. However, the SDLRS scores of clinical students did not differ from the results observed in preclinical students in Study A. The results of the SDLRS indicated that the experience of students in our medical school has a positive influence on self-determination by the end of the preclinical years. Furthermore, analysis of the reflections of clinical students indicated ongoing development of SDL skills throughout their medical school training that were influenced by a wide range of experiences.

A Model Curriculum For New Faculty Coaches in Undergraduate Medical Education.

Coaching is an interactive process of performance improvement accomplished by fostering a coachee's ability to critically self-evaluate, create goals, and develop a plan for action. It is being increasingly used in medical education, both at the undergraduate and graduate levels. The American Medical Association (AMA) recommends robust faculty development for any coaching program. Our institution created a mandatory coaching program for students starting in August 2022 with 22 faculty coaches. We used Kern's 6-step model for curriculum development to create our institution's faculty development for coaches. This manuscript describes the process of development, implementation, and early program evaluation for the curriculum for faculty coaches for the first 4 months of our mandatory coaching program. The objectives and teaching strategies are outlined. Our program evaluation consisted of immediate and follow-up surveys of faculty attendees. Content in the faculty development program describing the medical student curriculum, assessment, and student resources improved faculty perceived knowledge and confidence. Specific training in coaching skills, including a simulation using standardized students was used and found to be essential. We offer lessons learned from our coaches regarding timing and content for any faculty development curriculum for new coaches. Considerations for future faculty development curricula for academic coaching programs include timing of the faculty development, content consideration after three coaching sessions, and potential content additions and deletions. The curriculum outlined can be taken and immediately adapted for any school of medicine embarking on a coaching program for students.

Mental Health Assessment of Medical Students in Tanta University: A Cross Sectional Study

Background: Mental health disorders are common in university students, where the most common of them include substance abuse, anxiety, and mood disorders. College students are in a transitory age that’s accompanied by various stressors and during which diverse mental health problems usually appear for the 1st time.&#x0D; Objective: To assess presence of mental health disorders among under graduate medical students.&#x0D; Methods: 2900 students were invited to complete a survey that was built on Microsoft form app provided by information technology unit and directed to medical students in mentioned grads individually. An e-mail has been sent to each student's academic official e-mail which was provided to students in the first three academic years. Email included GHQ-28 form associated with phrases fostering involvement in the study and assuring anonymity.&#x0D; Results: The response rate for the GHQ-28 survey was 25.9% of emailed students completing the questionnaire. The mean GHQ-28 score of 13.78 is considerably higher than general population norms.&#x0D; Conclusion: The majority of students (88.16%) scored above the threshold for psychological morbidity and were considered as a possible case indicating elevated psychological distress in this student sample.

COVID-19 impact on the assessment methodology of undergraduate medical students: a systematic review of the lessons learned

The COVID-19 pandemic had a substantial social, economic, political, and educational impact worldwide. Due to the social contact restrictions, areas such as medical education were highly affected. Assessment in medical education, was already a sensitive topic, and it proved to be even more challenging as different teaching and learning contexts required huge adaptations in a short period. This systematic review provides an overview of the impact of COVID-19 on the assessment of medical students and can serve as a reference to improve this area. We conducted the review based on the PRISMA tool and searched in PubMed, EBSCO, and ScienceDirect. Studies describing the assessment methodologies used during the pandemic were included. Of the 501 initial articles, 18 were included in this review. Collected data was based on the regime, subject, teaching/assessment methodologies, platforms used, grades, students’ and teachers’ perceptions, and measures to prevent academic dishonesty. The results suggest that technology played a central role during the pandemic, and universities were concerned about the transition to online learning regarding teaching and assessment, but students and teachers should be prepared for it. Formative assessment methodologies and feedback were emphasized, and summative tools were adapted to prevent fraud. Students and teachers were generally satisfied with online learning and assessment, which had no significant difference in the examination scores, but they preferred conventional teaching. The COVID-19 pandemic brought an opportunity to analyze and rethink the medical curriculum. Thus, further investigations are needed on combining traditional and online teaching strategies and emphasis on the assessment.

Objective structured assessment of medical students’ technical skills in second-degree perineal laceration repair with sponge model-based training

Abstract Purpose In this cohort study, we used a sponge simulator to train students in second-degree perineal laceration repair. We examined whether the training course improved the students’ skills, as measured with an objective structured assessment of technical skills (OSATS) and by a senior physician. We also examined the correlation between these ratings to assess the validity of OSATS application in this context. Methods Between April and July 2022, 40 medical students took part in gynecological/obstetrics training that included a lecture about perineal trauma and the viewing of a video that demonstrated second-degree perineal laceration repair using a sponge model. They then underwent initial evaluation by a senior physician and OSATS application, yielding two independent scores. After training with the sponge model, a second evaluation was performed. The OSATS assessed practical skills (8 items) and suture results (2 items). The senior physician assigned ratings on a five-point ordinal scale ranging from 1 (excellent) to 5 (poor). Results Training with the sponge simulator significantly increased students’ OSATS (practical skills, p &lt; 0.001; suture results, p &lt; 0.05) and senior physician (p &lt; 0.001) ratings. The OSATS and senior physician ratings correlated strongly (Spearman’s r: first assessment, – 0.72; second assessment, – 0.74; p &lt; 0.01). Conclusion The sponge-based training improves students’ skills for the repair of a second-degree perineal laceration. The OSATS for the sponge model might be a valid option to examine medical students in an obstetrical course.

Assessment of medical students' knowledge regarding radiation associated risk and its protection: finding from a cross-sectional study.

The current study assessed the knowledge of the medical students regarding the nature of radiation, associated risks, and protective measures. A cross-sectional study was conducted among international students enrolled in different medical colleges/universities in Xian, PR China. A self-developed and self-reported questionnaire was used for the current study. The descriptive statistics was carried out to summarize the finding of the study. Chi-square and Fisher exact tests were conducted to assess the association of the demographics with knowledge level. A total of 796 students responded among 980. Most of the participants fell in the age range of 20-25 years (42.6%), being male (67.1%) and having bachelor's education (56.7%). Participants with previous experience was 58.7%. The age group of 20-25 years (p < 0.001), being male (p < 0.001), having bachelor education (p < 0.001), and previous experience (p = 0.009) was significantly associated with moderate to good knowledge. The overall knowledge about the nature of radiation (96%) and associated risk (82%) was good, but regarding protection, 59% of the participants showed good knowledge. Most of the participants showed satisfactory result. However, the knowledge regarding protection measures was poor in almost half of the population.

Assessing the Quality of Health Content on Arabic Digital Platforms: Insights from Healthcare Professionals and the Public

Fundamentally, human well-being serves as the bedrock upon which individuals can lead enriching lives and contribute positively to their communities and the global society. Most industries across the board employ social media to disseminate their offerings and facilitate customer engagement. This has also found its way into the healthcare sector, with numerous websites and social media platforms. These platforms host a wealth of health-related information and empower the public to seek out health insights that pique their interest. Given the vital nature of the healthcare sector, it becomes imperative to disseminate health information with censorship and ensure continuous monitoring and updates.&#x0D; This study endeavors to explore the assessment of healthcare sector professionals, encompassing doctors, medical students, nurses, and other healthcare professionals. Additionally, it seeks to gauge the opinions of the public who frequent these online platforms. The evaluation was conducted based on various criteria derived from prior research, employing a questionnaire methodology to gather the necessary feedback. The outcomes of the evaluation yielded positive results in both participant categories. However, it is important to acknowledge that this evaluation does not include all healthcare platforms or all inquiries. This underscores the urgent need to establish controls, as stated in the study's concluding observations.

Lecturers’ Beliefs and Perceptions on Formative Assessment and Their Practice in Training Medical Students in a Malaysian University

Introduction: Formative assessment refers to frequent evaluation of student attainment to identify learning needs. It is crucial for the development of soft skills and improvement in learning progress in the classroom. However, the practice is still lacking and undervalued in medical education. This study aims to determine the level of beliefs and perceived practices of formative assessment among lecturers teaching undergraduate medical programme in a Malaysian university. Methods: A self-administered 27-item questionnaire was distributed to 62 lecturers in a medical school in Selangor, Malaysia. They were required to indicate their agreement and frequency on each item that describes their beliefs on the importance and practice of formative assessment in the medical programme. All data was analysed using IBM SPSS Statistics software version 26. Results: Majority of the respondents indicated that the assessment was conducted frequently during small group sessions (64.5%), through written examination (59.7%) and during practical classes (53.2%). The respondents rated positively on the importance and practice of formative assessment. The score of formative assessment practice through scaffolding was significantly higher than monitoring (Z = 944.5, p &lt; 0.001). There was no significant correlation between beliefs and practice of formative assessment (r(62) = 0.213, p = 0.097). Additionally, the duration of service had no significant association with their perception and practice of formative assessment (p &lt; 0.05). Conclusion: The results of this study suggested that regardless of their level of experience, lecturers exhibited a positive perception of and engagement with formative assessment in training medical students. A substantial improvement of peer and self-assessment practices is warranted to foster student autonomy and accountability on their learning.