Evaluation Of Medical Students Research Articles

Medical Student Evaluation With a Serious Game Compared to Multiple Choice Questions Assessment.

BackgroundThe gold standard for evaluating medical students’ knowledge is by multiple choice question (MCQs) tests: an objective and effective means of restituting book-based knowledge. However, concerns have been raised regarding their effectiveness to evaluate global medical skills. Furthermore, MCQs of unequal difficulty can generate frustration and may also lead to a sizable proportion of close results with low score variability. Serious games (SG) have recently been introduced to better evaluate students’ medical skills.ObjectivesThe study aimed to compare MCQs with SG for medical student evaluation.MethodsWe designed a cross-over randomized study including volunteer medical students from two medical schools in Paris (France) from January to September 2016. The students were randomized into two groups and evaluated either by the SG first and then the MCQs, or vice-versa, for a cardiology clinical case. The primary endpoint was score variability evaluated by variance comparison. Secondary endpoints were differences in and correlation between the MCQ and SG results, and student satisfaction.ResultsA total of 68 medical students were included. The score variability was significantly higher in the SG group (σ2 =265.4) than the MCQs group (σ2=140.2; P=.009). The mean score was significantly lower for the SG than the MCQs at 66.1 (SD 16.3) and 75.7 (SD 11.8) points out of 100, respectively (P<.001). No correlation was found between the two test results (R2=0.04, P=.58). The self-reported satisfaction was significantly higher for SG (P<.001).ConclusionsOur study suggests that SGs are more effective in terms of score variability than MCQs. In addition, they are associated with a higher student satisfaction rate. SGs could represent a new evaluation modality for medical students.

The Influence of Gender on the Medical Student Evaluation of High-Risk Behaviors in an Adolescent Patient

Physicians are key in identifying and addressing adolescent high-risk behaviors. We evaluated the influence of patient and student gender on medical students’ assessment of adolescent behaviors. Performance on an adolescent Objective Structured Clinical Exam (OSCE) was compared between male and female students and the four student-patient gender pairs. From 2009 to 2013, 396 students completed the OSCE. Overall scores were significantly higher for females. All students scored poorly on the question addressing sexual behavior, but female students scored significantly higher than males. Students are weak in screening adolescent sexual behaviors and gender impacts screening practices. Further research evaluating this impact is needed.

Faculty Evaluations Correlate Poorly with Medical Student Examination Performance in a Fourth-Year Emergency Medicine Clerkship

BackgroundClerkship directors routinely evaluate medical students using multiple modalities, including faculty assessment of clinical performance and written examinations. Both forms of evaluation often play a prominent role in final clerkship grade. The degree to which these modalities correlate in an emergency medicine (EM) clerkship is unclear. ObjectiveWe sought to correlate faculty clinical evaluations with medical student performance on a written, standardized EM examination of medical knowledge. MethodsThis is a retrospective study of fourth-year medical students in a 4-week EM elective at one academic medical center. EM faculty performed end of shift evaluations of students via a blinded online system using a 5-point Likert scale for 8 domains: data acquisition, data interpretation, medical knowledge base, professionalism, patient care and communication, initiative/reliability/dependability, procedural skills, and overall evaluation. All students completed the National EM M4 Examination in EM. Means, medians, and standard deviations for end of shift evaluation scores were calculated, and correlations with examination scores were assessed using a Spearman's rank correlation coefficient. ResultsThirty-nine medical students with 224 discrete faculty evaluations were included. The median number of evaluations completed per student was 6. The mean score (±SD) on the examination was 78.6% ± 6.1%. The examination score correlated poorly with faculty evaluations across all 8 domains (ρ 0.074–0.316). ConclusionFaculty evaluations of medical students across multiple domains of competency correlate poorly with written examination performance during an EM clerkship. Educators need to consider the limitations of examination score in assessing students' ability to provide quality patient clinical care.

Research on the different evaluation from the three parties of the clinical practice medical students' communication ability in OSCE

Objective To analyze the difference and correlation of the evaluation of the medical students' communication ability between the examiners, standardized patients (SP) and medical students themselves in objective structured clinical examination (OSCE), and to provide scientific basis for the appropriate evaluation method of medical students' communication ability. Methods OSCE was used to evaluate the communication ability of 90 medical students in Daping Hospital, Chongqing, and the three parties were evaluated by the examiners, SP and medical students themselves. Excel and SPSS 17.0 statistical analysis software were used, through Friendman M test, t test and correlation analysis to analyze the differences and correlation of the three parties evaluations. Results The different evaluation between the three parties on the communication ability of medical students was as follows. Examiner's evaluation was the lowest (8.39±1.18), SP's evaluation was the highest (9.62±0.73), Medical students themselves' evaluation was higher (9.28±1.09); The examiner's evaluation of Medical students' empathy, verbal communication ability, non-verbal communication ability and etiquette was lower (P=0.00). The correlation analysis of the three parties' evaluation showed that there was a significant correlation between the three parties on the communication ability, empathy and nonverbal communication ability (P<0.05). The evaluation of SP and medical students themselves on medical students' language communication ability and etiquette was significantly correlated (P<0.05). Conclusions Using examiner or SP or medical students themselves only to evaluate the communication ability of medical students is not accurate, The Examiner and SP as the main trial test personnel should collaborate to evaluate medical students' communication ability. The examiner can evaluate three projects such as what is medical ethics and law, empathy, nonverbal communication ability, while the SP can evaluate the two projects: what is language communication ability and etiquette. The collaborative evaluation of the two sides can be more accurate to reflect the doctor-patient communication ability of medical students. Key words: Objective structured clinical examination; Medical students; Communication ability; Evaluation method

EvaluationOf Medical Students Toward Teaching Aids During 1st Year lecture classes: A Cross-Sectional Study in A Medical College in U.P.

Background: The students’ learning depends on three forms of sensory modalities, that is, visual, aural, and kinesthetic collectively known as VAK. In view of this, the teacher should adapt the teaching style that fits with each student’s learning style. Objective: To assess students’ perception toward didactic lecture using chalk and board and PowerPoint (PPT) during Anatomy lectures and to assess students’ preference of teaching aid for didactic lecture. Materials and Methods: The study was conducted among 100 medical students of first-year MBBS of 2015 batch in LectureHall,Saraswathi institute of Medical Sciences, HAPUR UP, India . Five Anatomy didactic lectures were taught by using chalk and board and five lectures were taught with the help of powerpoint (PPT). Students’ feedback was collected by administering prestructured and pretested questionnaire. The students were asked to rank each item of questionnaire on a five-point Likert scale. The students were also asked about their preference of teaching aid. Students’ responses were analyzed by using nonparametric test, the Wilcoxon signed-rank test and student’s ‘t’ test Result: Wilcoxon signed-rank test was used to compare different parameters between powerpoint (PPT) and blackboard (BB). The total score was assessed by Student’s ‘t’ test. Students felt and preferred didactic lecture using blackboard over powerpoint. A total of 46.73% students preferred BB teaching over PPT whereas 32.60% students preferred BB aided with PPT. Conclusion:In this study, students opined that didactic lecture using chalk and board was better compared with PPT in stimulating interest, taking down notes or diagrams, flow of thought,

Resident Led Teaching Sessions Improve Medical Student NBME Shelf Scores and Clerkship Satisfaction

This article was migrated. The article was not marked as recommended. Purpose: To evaluate the benefits of a resident directed review session on medical student clerkship exam scores and satisfaction. Background: The role of residents as mentors and teachers has been well documented. It has not been examined whether a resident directed review session results in improved NBME exam scores. Methods: Following the introduction of a resident led review session, medical student NBME exam scores of those who did and did not participate in the review were compared. In addition, exam scores for the academic years following the introduction of the review were compared to the year prior to the intervention to look for overall changes. Medical student clerkship evaluations were also investigated for changes in reported satisfaction before and after implementation of the review session. Results: There was no change in overall exam scores (p=0.75) between academic years prior to and after the implementation of the review sessions, however, students who participated in the review session scored higher on their NBME shelf exam compared to those who did not (p=0.03). Overall medical student satisfaction with resident teaching improved after the review sessions began (p&lt;.001). Discussion: Resident directed examination preparatory sessions improve medical student test scores and perceptions of residents as teachers.

Insight of Medical Students of Clinical Years to Antimicrobials Prescribing and Resistance in Private Medical School, Chittagong, Bangladesh

: Background: Physicians formally receive education regarding antimicrobials and microbial resistance during a 5-6 year curriculum of the undergraduate medical program. However, the once magical bullet of antibiotics is now threatened by AR, which has become a significant hazard to global health. Thus, a doctor must possess the adequate knowledge to select an antibiotic or other drug for use in a particular disease. This issue is not currently being addressed in the undergraduate curriculum resulting in irrational prescribing. Therefore, it is essential to possess a comprehensive knowledge regarding drugs, including antimicrobials at an undergraduate level. Currently, there is no comprehensive evaluation of medical students’ perception of AR in Bangladesh. This was the driving force to conduct this study and to identify gaps in KAP of medical students about AR, as well as to enrich the medical curriculum. Methods: This is a cross-sectional, randomized, questionnaire-based study. Data were collected using a validated instrument. Results: 107 students were selected using a quota sampling technique. A total of 107 participants (32.71% male and 67.29% female) attended the study. The response rate was 100%. Out of the cohort; 37.38%, 30.84%, and 31.78% were from the Year-III, Year-IV, and Year-V respectively. The participants felt more confident in ‘Making an accurate diagnosis of infection/ sepsis.’ Conclusion: Our study population found to be suffering from a lack of confidence partially due to a gap in their knowledge about the proper selection of antimicrobials.Key words: Antibiotic, Prescribing, Resistance, Medical Students, Bangladesh.

The Integration of Electronic Medical Student Evaluations Into an Emergency Department Tracking System is Associated With Increased Quality and Quantity of Evaluations

BackgroundMedical student evaluations are essential for determining clerkship grades. Electronic evaluations have various advantages compared to paper evaluations, such as increased ease of collection, asynchronous reporting, and decreased likelihood of becoming lost. ObjectivesTo determine whether electronic medical student evaluations (EMSEs) provide more evaluations and content when compared to paper shift card evaluations. MethodsThis before and after cohort study was conducted over a 2.5-year period at an academic hospital affiliated with a medical school and emergency medicine residency program. EMSEs replaced the paper shift evaluations that had previously been used halfway through the study period. A random sample of the free text comments on both paper and EMSEs were blindly judged by medical student clerkship directors for their helpfulness and usefulness. Logistic regression was used to test for any relationship between quality and quantity of words. ResultsA total of 135 paper evaluations for 30 students and then 570 EMSEs for 62 students were collected. An average of 4.8 (standard deviation [SD] 3.2) evaluations were completed per student using the paper version compared to 9.0 (SD 3.8) evaluations completed per student electronically (p < 0.001). There was an average of 8.8 (SD 8.5) words of free text evaluation on paper evaluations when compared to 22.5 (SD 28.4) words for EMSEs (p < 0.001). A statistically significant (p < 0.02) association between quality of an evaluation and the word count existed. ConclusionsEMSEs that were integrated into the emergency department tracking system significantly increased the number of evaluations completed compared to paper evaluations. In addition, the EMSEs captured more “helpful/useful” information about the individual students as evidenced by the longer free text entries per evaluation.

Teaching across the continuum: variations in rankings and valued teaching components between surgery residents and medical students

BackgroundSurgical faculty teach medical students and residents within the same environment; however, each group may require different teaching methods. The aim of this study was to identify teaching components valued by these sets of learners. MethodsTeaching evaluations for 43 surgical faculty members who received yearly evaluations from students and residents were analyzed. Highest and lowest ranked educators in medical student evaluations were traced to corresponding rankings in resident evaluations. Thematic analysis was conducted on written comments. ResultsEducators rated the highest in the medical student group were spread out among the residents' rankings, with several educators being rated the lowest. Similar patterns were observed in reverse for faculty rated highly by residents. ConclusionsResidents and medical students value faculty teaching using different criteria, with residents more focused on operative autonomy and medical students focused on approachability. Using one group to define best teaching methods is insufficient as learners value different optimal attributes.

Student Evaluation of Faculty Physicians: Gender Differences in Teaching Evaluations.

To investigate whether there is a difference in medical student teaching evaluations for male and female clinical physician faculty. The authors examined all teaching evaluations completed by clinical students at one North American medical school in the surgery, obstetrics and gynecology, pediatrics, and internal medicine clinical rotations from 2008 to 2012. The authors focused on how students rated physician faculty on their "overall quality of teaching" using a 5-point response scale (1 = Poor to 5 = Excellent). Linear mixed-effects models provided estimated mean differences in evaluation outcomes by faculty gender. There were 14,107 teaching evaluations of 965 physician faculty. Of these evaluations, 7688 (54%) were for male physician faculty and 6419 (46%) were for female physician faculty. Female physicians received significantly lower mean evaluation scores in all four rotations. The discrepancy was largest in the surgery rotation (males = 4.23, females = 4.01, p = 0.003). Pediatrics showed the next greatest difference (males = 4.44, females = 4.29, p = 0.009), followed by obstetrics and gynecology (males = 4.38, females = 4.26, p = 0.026), and internal medicine (males = 4.35, females = 4.27, p = 0.043). Female physicians received lower teaching evaluations in all four core clinical rotations. This comprehensive examination adds to the medical literature by illuminating subtle differences in evaluations based on physician gender, and provides further evidence of disparities for women in academic medicine.

The relationship between assessment methods and self-directed learning readiness in medical education.

Objectives This research explored the assessment of self-directed learning readiness within the comprehensive evaluation of medical students’ knowledge and skills and the extent to which several variables predicted participants’ self-directed learning readiness prior to their graduation. Methods Five metrics for evaluating medical students were considered in a multiple regression analysis. Fourth-year medical students at a competitive US medical school received an informed consent and an online survey. Participants voluntarily completed a self-directed learning readiness scale that assessed four subsets of self-directed learning readiness and consented to the release of their academic records. Results The assortment of metrics considered in this study only vaguely captured students’ self-directedness. The strongest predictors were faculty evaluations of students’ performance on clerkship rotations. Specific clerkship grades were mildly predictive of three subscales. The Pediatrics clerkship modestly predicted critical self-evaluation (r=-.30, p=.01) and the Psychiatry clerkship mildly predicted learning self-efficacy (r =-.30, p=.01), while the Junior Surgery clerkship nominally correlated with participants’ effective organization for learning (r=.21, p=.05). Other metrics examined did not contribute to predicting participants’ readiness for self-directed learning. Conclusions Given individual differences among participants for the variables considered, no combination of students’ grades and/or test scores overwhelmingly predicted their aptitude for self-directed learning. Considering the importance of fostering medical students’ self-directed learning skills, schools need a reliable and pragmatic approach to measure them. This data analysis, however, offered no clear-cut way of documenting students’ self-directed learning readiness based on the evaluation metrics included.

Sleep quality among medical students

IntroductionCollege students seem to be a population group that is increasingly recognized to be at risk of having sleep difficulties. Some studies revealed that medical students, in particular, are believed to be more stressed and sleep deprived than their non-medical peers.AimThe present work aimed at investigating the quality of sleep among medical students at the University College of Medicine in Sfax, Tunisia.MethodsThe study consisted of an anonymous, voluntary survey for a sample of 74 students. A two-part questionnaire was used, including demographic criteria and the Pittsburgh Sleep Quality Index (PSQI), a self-rated instrument that measures sleep habits for a month (a total score of 5 or greater is indicative of poor sleep quality).ResultsThe average age was 24 years (range 19–33) with a sex ratio almost equal to 1. In 47.3% of cases, students were married. These latter had at least one child in 34.2% of cases. A total of 39.4% of the students reported being smokers, while 25.6% of them admitted having regular alcohol consumption.Poor sleep quality was reported by 63.5% of students with a PSQI average score of 9.32 ± 3.64.The most correlated factors with poor sleep quality were parenthood (P = 0.031), alcohol consumption (P = 0.004) and stressful studies (P = 0.02).ConclusionPoor sleep quality was pervasive among surveyed medical students and this seemed to be in relationship with some factors. This study points to the need for further evaluation of medical students’ sleep problems in order to improve their performance and their quality of life as well.Disclosure of interestThe authors have not supplied their declaration of competing interest.

The exploration of curriculum system of humanistic education with the whole process and multidis-ciplinary integration for medical students

Based on the analyses of the status of humanistic medicine education both at home and abroad, the article emphasized the need for the implement of medical humanities education with the whole process and multidis-ciplinary integration. In combination with practice, from the three modules of the explicit implicit curriculum and integrated curriculum, the author discussed the specific connotation of the whole course of medical humanities education. The article also summarized the main points of the course system in teaching practice from the aspects of training objectives, teaching staff construction, teaching methods improvement and innovation, and humanistic quality evaluation of medical students. Key words: Medical student; Humanistic education; Curriculum system; Whole course; Multidisciplinary integration

Épreuves informatisées de type ECNi : retour d’expérience sur un test multiuniversité

BackgroundThe year 2016 will be pivotal for the evaluation of French medical students with the introduction of the first computerized National Ranking Test (ECNi). The SIDES, online electronic system for medical student evaluation, was created for this purpose. All the universities have already organized faculty exams but few a joint computerized ranking test at several universities simultaneously. We report our experience on the organization of a mock ECNi by universities Paris Descartes, Paris Diderot and Paris 13. MethodsDocimological, administrative and technical working groups were created to organize this ECNi. Students in their fifth year of medical studies, who will be the first students to sit for the official ECNi in 2016, were invited to attend this mock exam that represented more than 50% of what will be proposed in 2016. A final electronic questionnaire allowed a docimological and organizational evaluation by students. An analysis of ratings and rankings and their distribution on a 1000-point scale were performed. ResultsSixty-four percent of enrolled students (i.e., 654) attended the three half-day exams. No difference in total score and ranking between the three universities was observed. Students’ feedback was extremely positive. Normalized over 1000 points, 99% of students were scored on 300 points only. Progressive clinical cases were the most discriminating test. ConclusionThe organization of a mock ECNi involving multiple universities was a docimological and technical success but required an important administrative, technical and teaching investment.

Reference values for bone mineral density of male and female subjects aged 4 to 19 years of Mendoza, Argentina

Surgical faculty teach medical students and residents within the same environment; however, each group may require different teaching methods. The aim of this study was to identify teaching components valued by these sets of learners.Teaching evaluations for 43 surgical faculty members who received yearly evaluations from students and residents were analyzed. Highest and lowest ranked educators in medical student evaluations were traced to corresponding rankings in resident evaluations. Thematic analysis was conducted on written comments.Educators rated the highest in the medical student group were spread out among the residents' rankings, with several educators being rated the lowest. Similar patterns were observed in reverse for faculty rated highly by residents.Residents and medical students value faculty teaching using different criteria, with residents more focused on operative autonomy and medical students focused on approachability. Using one group to define best teaching methods is insufficient as learners value different optimal attributes.

Are Belgian military students in medical sciences better educated in disaster medicine than their civilian colleagues?

IntroductionHistorically, medical students have been deployed to care for disaster victims but may not have been properly educated to do so. A previous evaluation of senior civilian medical students in...

The Use of Rubrics in the Clinical Evaluation of Podiatric Medical Students: Objectification of the Subjective Experience.

We assessed the differences in podiatric medical students' clinical professionalism objective scores (CPOSs) by comparing a previous nonrubric evaluation tool with a more recently implemented objective-centered rubric evaluation tool. This type of study has never been performed or reported on in the podiatric medical education literature. We conducted a retrospective analysis of 89 third-year podiatric medical students between academic years 2010-2011 and 2011-2012. A Pearson correlation coefficient analysis was performed to compare CPOSs from the students' first (CPOS1) and second (CPOS2) rotations. A correlation analysis was performed comparing students' grade point averages (GPAs) with each of the individual CPOSs to verify the validity of the rubric evaluation tool. The Pearson correlation coefficients for the relationship between 2012 CPOS1 and CPOS2 and GPA were r = 0.233 (P ≤ .093) and r = 0.290 (P < .035) and for the relationship between 2013 CPOS1 and CPOS2 and GPA were r = 0.525 (P = .001) and r = 0.730 (P < .001). These findings suggest that the use of a rubric in the evaluation of podiatric medical students' CPOSs is correlated with their GPAs, and CPOS2 demonstrated a higher correlation than CPOS1. We believe that implementation of the rubric evaluation tool has increased the accuracy of the evaluation of podiatric medical students with respect to CPOSs.

Applying the institutional review board data repository approach to manage ethical considerations in evaluating and studying medical education

IssueMedical educators and educational researchers continue to improve their processes for managing medical student and program evaluation data using sound ethical principles. This is becoming even more important as curricular innovations are occurring across undergraduate and graduate medical education. Dissemination of findings from this work is critical, and peer-reviewed journals often require an institutional review board (IRB) determination.ApproachIRB data repositories, originally designed for the longitudinal study of biological specimens, can be applied to medical education research. The benefits of such an approach include obtaining expedited review for multiple related studies within a single IRB application and allowing for more flexibility when conducting complex longitudinal studies involving large datasets from multiple data sources and/or institutions. In this paper, we inform educators and educational researchers on our analysis of the use of the IRB data repository approach to manage ethical considerations as part of best practices for amassing, pooling, and sharing data for educational research, evaluation, and improvement purposes.ImplicationsFostering multi-institutional studies while following sound ethical principles in the study of medical education is needed, and the IRB data repository approach has many benefits, especially for longitudinal assessment of complex multi-site data.

How Does Emergency Department Crowding Affect Medical Student Test Scores and Clerkship Evaluations?

IntroductionThe effect of emergency department (ED) crowding has been recognized as a concern for more than 20 years; its effect on productivity, medical errors, and patient satisfaction has been studied extensively. Little research has reviewed the effect of ED crowding on medical education. Prior studies that have considered this effect have shown no correlation between ED crowding and resident perception of quality of medical education.ObjectiveTo determine whether ED crowding, as measured by the National ED Overcrowding Scale (NEDOCS) score, has a quantifiable effect on medical student objective and subjective experiences during emergency medicine (EM) clerkship rotations.MethodsWe collected end-of-rotation examinations and medical student evaluations for 21 EM rotation blocks between July 2010 and May 2012, with a total of 211 students. NEDOCS scores were calculated for each corresponding period. Weighted regression analyses examined the correlation between components of the medical student evaluation, student test scores, and the NEDOCS score for each period.ResultsWhen all 21 rotations are included in the analysis, NEDOCS scores showed a negative correlation with medical student tests scores (regression coefficient= −0.16, p=0.04) and three elements of the rotation evaluation (attending teaching, communication, and systems-based practice; p<0.05). We excluded an outlying NEDOCS score from the analysis and obtained similar results. When the data were controlled for effect of month of the year, only student test score remained significantly correlated with NEDOCS score (p=0.011). No part of the medical student rotation evaluation attained significant correlation with the NEDOCS score (p≥0.34 in all cases).ConclusionED overcrowding does demonstrate a small but negative association with medical student performance on end-of-rotation examinations. Additional studies are recommended to further evaluate this effect.

Evaluation of first-year medical students’ attitudes about gender equality

Evaluation of first-year medical students’ attitudes about gender equality