Effects of Module Development and Role Play Course on Clinical Practice Examination Scores during a 4th Year Clerkship
10.4082/kjfm.2018.39.1.23
- Author:
Kyong Min PARK
1
;
Kye Yeung PARK
;
Nam Eun KIM
;
Bong Kyung SEO
;
Hoon Ki PARK
;
Hwan Sik HWANG
Author Information
1. Department of Family Medicine, Hanyang University College of Medicine, Seoul, Korea. hoonkp@hanyang.ac.kr
- Publication Type:Original Article
- Keywords:
Undergraduate Medical Education;
Clinical Clerkship;
Patient Simulation;
Simulation Training;
Role Playing;
Outcome Assessment (Health Care)
- MeSH:
Clinical Clerkship;
Clinical Competence;
Education, Medical, Undergraduate;
Humans;
Licensure;
Outcome Assessment (Health Care);
Patient Simulation;
Problem-Based Learning;
Role Playing;
Schools, Medical;
Sensitivity and Specificity;
Simulation Training;
Vaginal Discharge
- From:Korean Journal of Family Medicine
2018;39(1):23-28
- CountryRepublic of Korea
- Language:English
-
Abstract:
BACKGROUND: After introduction of clinical skills assessment in the Korean Medical Licensing Examination, medical schools have reinforced both experiential learning with real patients and preparatory programs. This study was conducted to investigate whether a clinical practice examination (CPX) preparation program improves students' CPX score in terms of case specificity. METHODS: One hundred and thirteen senior students in a medical school participated in this study. During the fourth-year clerkship, 28 students (24.8%) from three rotation groups took a 3-day CPX preparation course consisting of module development, role play, and comprehensive physical exam skills training. Eleven rotation groups (n=85) were compared as control. Both the intervention and control group took two comprehensive CPXs before and after the clerkship was completed. RESULTS: There was no significant difference in age, sex, and school type between the two groups. On pre-test CPX, there was no significant difference in total and sectional scores between the two groups. On post-test CPX, total scores of the intervention group were higher than those of the control groups (69.5±4.3 vs. 67.5±4.4, P < 0.05). History taking scores were higher in intervention groups (70.0±6.0 vs. 66.0±6.6, P=0.01). The station scores of vaginal discharge with case similarity were higher in the intervention groups (73.0±6.3 vs. 68.9±9.3, P=0.03). CONCLUSION: A short CPX preparation course improved history taking ability, but its effect was greater only in a specific case, similar to the pre-course case. Whether this effect was due to the test experience or true improvement in competency requires further investigation.
