To determine the effectivenss of “clinical clerkship (CC)” in undergraduate clinical training, a questionaire was sent to 105 students who had received the classical bed side teaching (BST) in 1990 and to 103 who have received CC from 1992 through 1994. The effectiveness of clinical training was pointed out by 53, 7% of group BST and 61.8% of group CC. The numbers of effectively learned items were larger in the order of psychomotor, affective and cognitive domains in the group BST, while there were in the order of affective, psychomotor and cognitive domains the group CC, indicating that CC is more effective in learning in the affective domain than BST (p<0.01). In the affective domain, students learned by observing physicians' attitudes to patients in BST, while they learned through their own personal interactions with their assigned patients in CC. CC is therefore believed to be quite effective for students to learn humanistic attitudes.

Learning of humanistic attitudes in undergraduate medical education is increasingly expected to provide holistic care and comprehensive medical service. However, there has been no report that deals with doctors' attitudes toward patients in relation to the educational subject. Medical students, who had been implemented a clinical clerkship for two months, evaluated doctors' attitudes by questionnairs after clerkship. They scored by checklists and rating scales. In this article, we report the views of medical students on doctors' attitudes, and discuss important points for the success of the learning attitudes during undergraduate educational prosses.

Recently, objective structured clinical examinations (OSCEs) have been used to assess the clinical skills of medical trainees. We introduced an OSCE station for heart disease to assess clinical competence at the completion of bedside learning. The station involved students performing a 15-minute focused interview and physical examination of a simulated patient with mitral regurgitation and congestive heart failure. The physical examination included listening to a tape recording of a heart murmur. Each student was evaluated by three examiners. The average scores for the interview and physical examination were 22.3±4.0 points (perfect score, 34 points) and 15.2±2.9 points (perfect score, 22 points), respectively. Kappa statistics, which evaluate variability among examiners, revealed moderate to substantial agreement in the results for both the interview and the physical examination. This study suggests that our OSCE station is useful for assessing clinical competence at the end of bedside learning.