Successive objective long-case assessment as a driver of clerkship learning – Evaluation through perception questionnaire
- Author:
Toh Peng Yeow
;
Wai Sun Choo
;
Amir S Khir
;
Li Cher Loh
- Publication Type:Journal Article
- Keywords:
long case assessment, successive, feedback
- From:International e-Journal of Science, Medicine and Education
2011;5(2):3-11
- CountryMalaysia
- Language:English
-
Abstract:
Background: Clinical clerkship in a busy hospital
environment forms an important part of undergraduate
medical training. Regular objective assessment of this
activity with feedback would be expected to improve
outcome.
Methods: We implemented fortnightly clinical
assessments using modified OSLER (Objective
Structured Long Examination Record), and over a
6-week clinical rotation. Modifications included
provision of individualized feedback. The assessment
process was evaluated by both students and teachers
via a questionnaire measuring their perceived
educational impact, feasibility and acceptability.
Results: Students agreed that the patient spectrum was
appropriate and fair, resulting in improved history taking
and presentation skills (96.6%), clinical examination
skills (89%) and clinical reasoning skills (90.7%).
It was graded to have helped learning “tremendously”
and “moderately” by 64.7% and 32.8% of students
respectively. Perceived improvement was attributable
mainly to the repetitive nature of the assessments since
only 63% of students were provided with feedback.
96.6% of students and 94.1% of assessors perceived
the format created a stressful but positive learning
environment. 52.9% of assessors agreed that the exercise
consumed significant time and resources but 88.2% rated
it as manageable and supported its continuation.
Conclusion: Frequent and regular in-course clinical
assessments with emphasis on individual feedback
is feasible, acceptable and has significant positive
educational impact.
- Full text:W020150928537249357112.pdf
