Predictors of clinical practice examination scores of fourth year medical students after core clinical clerkships.
10.3946/kjme.2015.27.4.275
- Author:
Kye Yeung PARK
1
;
Hoon Ki PARK
;
Jong Hoon KIM
;
Hwan Sik HWANG
Author Information
1. Department of Family Medicine, Hanyang University College of Medicine, Seoul, Korea.
- Publication Type:Original Article
- Keywords:
Clinical clerkship;
Clinical competence;
Correlation;
Physician-patient relations
- MeSH:
Adult;
Behavior;
*Clinical Clerkship;
Clinical Competence/*standards;
Cognition;
Education, Medical, Undergraduate/*methods;
Educational Measurement/*methods;
Female;
Humans;
Male;
Students, Medical/psychology;
Young Adult
- From:Korean Journal of Medical Education
2015;27(4):275-282
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: Clinical performance examination (CPX) has been used to assess clinical competence as one step of medical license examination. Initial CPX score of the fourth year medical student is important since it indicates how to prepare successfully for the final examination. This study was conducted to assess the predictors of CPX scores of the fourth year medical students who completed core clinical clerkship. METHODS: One hundred eleven fourth year medical students took a formative CPX in February. The score was compared with the scores of cognitive area and those of behavioral area which students had acquired in the past. We analyzed the correlation between the scores and determined the predictors of the fourth year CPX score. RESULTS: The fourth year CPX score showed stronger correlation with the scores of behavioral area than those of cognitive area. The significant predictors of fourth year CPX score included third year simple procedure exam score and third year clerkship CPX score. The risk factors for low fourth year CPX score included second year patient-physician interaction (PPI) score and third year CPX score after adjusted for age, sex, and school type. The risk factors of being selected as a low PPI score group of fourth year included low PPI scores of first, second, and third year exams. CONCLUSION: Our study highlights importance of educational balance between cognitive and behavioral areas. To improve clinical competence of final year medical students, clinical interview training using standardized patient with other modules is to be enhanced and initiated early in the medical curriculum.
