Comparative study between an intensive small group teaching and a 1-year clinical practice on OSCE.
10.7180/kmj.2018.33.2.181
- Author:
Sinjae KIM
1
;
Minhwan PARK
;
Ji Hyun SEO
;
Hyang Ok WOO
;
Hee Shang YOUN
;
Jung Je PARK
;
Sea Yuoug JEON
;
Jung Seok HWA
;
Patricia MULLAN
;
Larry D GRUPPEN
Author Information
1. Department of Pediatrics, Institute of Health Sciences, Gyeongsang National University, School of Medicine, Jinju, Korea. howoo@gnu.ac.kr
- Publication Type:Comparative Study ; Original Article
- Keywords:
Clinical skills;
Confidence;
Objective structured clinical examination
- MeSH:
Breast;
Clinical Competence;
Curriculum;
Humans;
Spinal Puncture;
Students, Medical
- From:Kosin Medical Journal
2018;33(2):181-190
- CountryRepublic of Korea
- Language:English
-
Abstract:
OBJECTIVES: Our school introduced a new curriculum based on faculty-directed, intensive, small-group teaching of clinical skills in the third-year medical students. To examine its effects, we compared the mean scores on an OSCE between the third- and fourth-year medical students. METHODS: Third- and fourth-year students did rotations at the same five OSCE stations. They then completed a brief self-reporting questionnaire survey to examine the degree of satisfaction with new curriculum in the third-year students and clinical practice in the fourth-year students, as well as their perception of confidence and preparedness. We analyzed the OSCE data obtained from 158 students, 133 of whom also completed the questionnaire. RESULTS: Mean OSCE scores on the breast examination and wet smear stations were significantly higher in the third-year group (P < 0.001). But mean OSCE scores of motor-sensory examination and lumbar puncture were significantly higher in the fourth-year group (P < 0.05). The mean OSCE scores had no significant correlation with satisfaction. In addition, the self-ratings of confidence had a high degree of correlation with satisfaction with new curriculum (r = 0.673) and clinical practice (r = 0.692). Furthermore, there was a moderate degree of correlation between satisfaction and preparedness in both groups (r = 0.403 and 0.449). CONCLUSIONS: There is no significant difference in the effect on the degree of clinical performance and confidence between an intensive-small group teaching and a 1-year clinical practice. If combined, intensive small group teaching and clinical practice would be useful to improve the degree of ability and confidence in medical students.
