Добірка наукової літератури з теми "Clinical competence – Examinations – Study guides"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Зміст
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Clinical competence – Examinations – Study guides".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Clinical competence – Examinations – Study guides"
1
Abdulghani, Hamza Mohammad, Rashid Alrashid, Fahad Abdulhakim Alhussain, Turki Ali Alawbathani, Faisal Bander Almutrafi, Waleed Dekhayel Aldekhayel, Sami Saeed Aljohani, Salem Ali Alammari, and Tauseef Ahmad. "Assessment of Saudi MEDs framework competence in performing clinical and practical skills by final-year medical students." International Journal of ADVANCED AND APPLIED SCIENCES 10, no. 4 (April 2023): 154–61. http://dx.doi.org/10.21833/ijaas.2023.04.019.
Повний текст джерелаАнотація:
Clinical examinations and practical clinical skills are essential to guide diagnosis and treatment. Competency-based medical education (CBME) is high on today’s medical education agenda, and competence has become the unit of medical education planning in many countries. With the rise of medical education in Saudi Arabia, The Saudi MEDs initiative began as a means of achieving national consensus and developing necessary learning outcomes for medical schools. The aim of this study is to evaluate the final-year medical students’ core clinical competencies and identify the gaps between clinical skills in the Saudi MEDs framework and students’ actual achievement. Online data collection from all fifth-year medical students, to assess their clinical and procedural skills by using Objective Structured Clinical Examination (OSCE) scores and using a self-administered questionnaire that has been developed based on the Saudi MEDs framework. Eight clinical competencies were chosen out of the 17 after consulting the experts in this field. OSCE scores were checked for correlation with their self-assessment scores. The total OSCE scores of 323 students were evaluated which showed 93% of students have passed all eight competencies. Also, 304 students responded to the self-administered questionnaire in the current Saudi MEDs competencies 323 (response rate=94.11). The students were confident in the majority of the eight clinical competencies of the Saudi MEDs framework. Saudi MEDs framework has ensured that Saudi medical or health care education adapted to changing demands, critical competencies are not overlooked, teaching and learning, and evaluation are appropriate at medical schools by implementing the competency framework.
2
Shevchenko, O. A., T. A. Holovkova, N. M. Onul, Yu S. Kramaryova, O. P. Shtepa, and S. A. Shchudro. "Preventive Medicine as a Component of Objective Structured Clinical Examination." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 8, no. 1 (February 27, 2023): 258–63. http://dx.doi.org/10.26693/jmbs08.01.258.
Повний текст джерелаАнотація:
The purpose of the study was to develop an optimal model of simulation and practical examination stations “hygiene and ecology” as components of objective structured clinical examination for the actualization of the formation of a preventive way of thinking among students of higher medical training. The paper analyzes the Passports of the simulation and practical stations of the objective structured clinical examination, their methodological and logistical support, which will allow to fully perform all the tasks and methods provided by the algorithms for mastering special professional competencies. The simulation station reproduces a number of real-life situations in specific tasks (25 options in total), the solution of which allows to assess the student's mastery of the professional competencies provided by the higher education standard, in particular: determining the risks to public health from the consumption of poor-quality drinking water, determining the nutritional status of the patient and the appropriateness of the prescription of therapeutic nutrition for the prevention of “diseases of civilization”, determining the requirements for compliance with sanitary and epidemiological requirements in health care facilities. The practical station is equipped with modern analytical instruments which allows the student to demonstrate their practical skills, in particular: bacterial air testing with evaluation of the results, research and evaluation of indoor microclimate parameters, research and evaluation of light environment parameters, measurement and evaluation of ionizing radiation, professional hand hygiene in health care facilities. To ensure high-quality training of students to perform the tasks of a practical station additional educational video guides were created, which are posted for general access on the department's page on the website of the University. Conclusion. Ukraine has now formed its own complex set of social, technogenic and environmental problems, which necessitates the development of appropriate skills and abilities in preventive medicine in future general practitioners. Objective structured clinical examination is a modern type of assessment of students' practical knowledge and skills, designed to test their acquisition of clinical skills and competencies that cannot be assessed by traditional forms of examinations. For the practical implementation of the preventive part of objective structured clinical examination in institutions of higher medical education, it should be taken into account that the traditional methods of protection and prevention, which have been developed by mankind over the centuries for the prevention of mass infectious, environmentally dependent, occupational and lifestyle diseases, in modern conditions are insufficient and/or ineffective
3
Anim-Boamah, Oboshie, Christmal Dela Christmals, and Susan Jennifer Armstrong. "Clinical nursing competency assessment: a scoping review." Frontiers of Nursing 8, no. 4 (December 1, 2021): 341–56. http://dx.doi.org/10.2478/fon-2021-0034.
Повний текст джерелаАнотація:
Abstract Objective To ensure that only competent graduates are licensed to practice nursing, councils conduct licensing examinations, which may include among others clinical competency assessment. This review explored current practices in clinical competency assessment of nursing students as part of a larger study aimed at developing an evidence-based, context-specific framework for clinical competency assessment in a sub-Saharan African (SSA) country. Methods A scoping guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) was conducted. Results Findings from 28 out of 1151 studies identified from Scopus, PubMed, CINAHL, Wiley Online Library, and ProQuest were included and synthesized. Results show that a good assessment system must be valid, reliable, transparent, feasible, fair, objective, and must provide feedback and continually improve to have an educational impact. Clinical competency assessment systems must be developed on sound empirical evidence, pilot tested, and involve thorough training and evaluation of the examiners. Continuous evaluation of the assessment system is also essential to ensure the quality and relevance of the assessment system. Only one of the included studies was conducted in Africa. Conclusions The paucity of clinical competency assessment research in sub-Saharan Africa may lead to benchmarking assessment systems on research conducted outside the context. Sub-Saharan Africa has a set of circumstances that demand a context-specific clinical competency assessment framework to guide clinical competency assessment.
4
Eley, Catherine, Neil D. Hawkes, Richard J. Egan, David B. Robinson, Chris Brown, Sam Murray, Keith Siau, and Wyn Lewis. "Face validity of a virtual reality simulation platform to improve competency in endoscopy: a prospective observational cohort study." Endoscopy International Open 10, no. 09 (September 2022): E1218—E1224. http://dx.doi.org/10.1055/a-1882-4246.
Повний текст джерелаАнотація:
Abstract Background and study aims Virtual reality endoscopic simulation training has the potential to expedite competency development in novice trainees. However, simulation platforms must be realistic and confer face validity. This study aimed to determine the face validity of high-fidelity virtual reality simulation (EndoSim, Surgical Science, Gothenburg), and establish benchmark metrics to guide the development of a Simulation Pathway to Improve Competency in Endoscopy (SPICE). Methods A pilot cohort of four experts rated simulated exercises (Likert scale score 1–5) and following iterative development, 10 experts completed 13 simulator-based endoscopy exercises amounting to 859 total metric values. Results Expert metric performance demonstrated equivalence (P = 0.992). In contrast, face validity of each exercise varied among experts (median 4 (interquartile range [IQR] 3–5), P < 0.003) with Mucosal Examination receiving the highest scores (median 5 [IQR 4.5–5], P = 1.000) and Loop Management and Intubation exercises receiving the lowest scores (median 3 [IQR 1–3], P < 0.001, P = 0.004), respectively. The provisional validated SPICE comprised 13 exercises with pass marks and allowance buffers defined by median and IQR expert performance. Conclusions EndoSim Face Validity was very good related to early scope handling skills, but more advanced competencies and translation of acquired clinical skills require further research within an established training program. The existing training deficit with superadded adverse effects of the COVID pandemic make this initiative an urgent priority.
5
Wallbridge, Thomas, Angela Holden, Aled Picton, and Janesh Gupta. "Does medical students’ gender affect their clinical learning of gynaecological examination? A retrospective cohort study." Postgraduate Medical Journal 94, no. 1112 (April 25, 2018): 325–29. http://dx.doi.org/10.1136/postgradmedj-2017-135390.
Повний текст джерелаАнотація:
IntroductionMedical graduates should be competent in gynaecological examination as well as associated skills including speculum use and swabbing. Male and female medical students may have different opportunities to practise these skills in clinical environments, potentially impacting on confidence and competence. This study explores this further via reviewing students’ learning experience in genitourinary medicine (GUM) and obstetrics and gynaecology (O&G) clinics.MethodsCross-sectional study of 759 year 4 and year 5 University of Birmingham medical students via an online questionnaire. This explored degree of participation, impact of gender and self-reported confidence.ResultsOverall response rate was 31% (233/759). Students of either gender who observed an examination being performed by a clinician were more likely to perform the same examination. Female students reported more opportunities to practise gynaecological examination and associated skills. Female students were more likely to be granted consent to perform speculum examinations, vaginal swabbing and vaginal bimanual examinations. Sixty-five per cent of male students felt that their gender affected their learning experience with female patients. Despite this, there was no significant difference in self-reported confidence level in performing gynaecological examinations between genders at the end of placement.ConclusionThe majority of male students perceived that their gender impacted their clinical experience in O&G and GUM. Self-reported confidence levels were unaffected, which could reflect varying approaches to competence between genders. The link between observing examinations and subsequent opportunities to practise is key. This could demonstrate students developing rapport and trust with patients, and clinicians’ roles as gatekeepers.
6
Simatupang, Abraham, Mulyadi Djojosaputro, Roma Tobing, Hertina Silaban, and Lili Indrawati. "Integrative Pharmacotherapy Teaching with Objective Structured Pharmacotherapy Examination." Indonesian Journal of Clinical Pharmacy 9, no. 1 (March 31, 2020): 18. http://dx.doi.org/10.15416//ijcp.2020.9.1.18.
Повний текст джерелаАнотація:
Writing an appropriate prescription is one of the main competencies of medical doctors. Studies reveal that medication error is still a significant issue in health service, and many efforts have been done to minimise this through trainings. Integrative pharmacotherapy is a module delivered for medical students in clinical clerkship, which is adopted and developed from the World Health Organization Guide to Good Prescribing. The aim of the study was to examine the effect of the module on pre-test and post-test scores which consists of 17 clinical cases. The study was done in the Faculty of Medicine, Universitas Kristen Indonesia, East Jakarta from July to November 2018. Eighty one subjects were randomly selected from the data of 100 students who were screened from 200 students based on the exclusion criteria. There was an increase of post-test score which was statistically significant compared to pre-test score, from 42.07±12.45 to 58.47±8.54 (p=0.000, CI -19.36;-13.45). There were 69 (>85%) students having grade D and E in pre-test, but the number decreased to 18 (22,2%) out of 81 subjects in post-test. Both grade C and B students increased from 13.5% to 70.4% and 1% to 7%, respectively. Most of the students were first entries into clinical clerkship, thus, their pre-test scores were very low since they had not had the clinical experience yet. However, at the end of the clerkship, there was a significant increase on their knowledge on pharmacotherapy and prescription for particular diseases. An outcome study to measure the retention and to examine their success on the final competency examination should be done.Keywords: Medical education, OSCE, pharmacotherapy, prescribingPembelajaran Farmakoterapi Integratif dengan Objective Structured Pharmacotherapy ExaminationAbstrakMenulis resep yang benar merupakan salah satu kompetensi dokter. Penelitian menunjukkan kesalahan medikasi masih menjadi masalah besar di pelayanan kesehatan dan banyak upaya sudah dilakukan untuk mengurangi hal tersebut melalui pelatihan. Farmakoterapi integratif adalah sebuah modul yang diberikan kepada mahasiswa kedokteran saat kepaniteraan klinis. Modul ini merupakan hasil adopsi dan dikembangkan dari World Health Organization Guide to Good Prescribing. Tujuan studi ini adalah untuk melihat efek nilai pra-uji dan pasca-uji dengan 17 kasus klinis. Studi dilaksanakan di Fakultas Kedokteran Universitas Kristen Indonesia, Jakarta Timur pada Juli-November 2018. Delapan puluh satu subjek secara acak dipilih dari data 200 mahasiswa berdasarkan kriteria eksklusi. Terdapat peningkatan nilai pasca-uji yang signifikan dibandingkan nilai pra-uji dari 42,07±12,45 ke 58,47±8,54 (p=0,000; CI -19,36; -13,45). Terdapat 69 (>85%) mahasiswa yang memiliki nilai D dan E pada pra-uji, namun angka tersebut turun pada pasca-uji menjadi 18 orang (22,2%) dari jumlah total 81 mahasiswa. Mahasiswa dengan nilai C meningkat dari 13,5% menjadi 70,4%, dan mahasiswa dengan nilai B dari 1% menjadi 7%. Mayoritas mahasiswa pada penelitian ini baru pertama kali mengikuti kepaniteraan klinik sehingga nilai pra-uji yang diperoleh sangat rendah karena belum memiliki pengalaman klinis. Namun, di akhir kepaniteraan, terdapat peningkatan pengetahuan dan penulisan resep terhadap beberapa jenis penyakit yang signifikan. Perlu dilakukan studi jangka panjang untuk mengukur retensi dan keberhasilan mereka di ujian akhir kompetensi.Kata kunci: Farmakoterapi, OSCE, pendidikan kedokteran, penulisan resep
7
Turk, Dennis C., James P. Robinson, and Mary Aulet. "Clinical Update: The Impairment Impact Inventory: Comparison of Responses by Treatment-seekers and Claimants Undergoing Independent Medical Examinations." Guides Newsletter 10, no. 1 (January 1, 2005): 6–7. http://dx.doi.org/10.1001/amaguidesnewsletters.2005.janfeb03.
Повний текст джерелаАнотація:
Abstract In the adversarial setting of an independent medical evaluation (IME), claimants may be incentivized to exaggerate the severity of their problems. The AMA Guides to the Evaluation of Permanent Impairment (AMA Guides) describes a protocol for assessing impairment associated with chronic pain, including the Impairment Impact Inventory (I3) that consists of 26 items that assess the burden of illness in three domains: pain intensity, interference with activities of daily living, and emotional distress. A study was performed to establish preliminary norms for the I3 and to compare responses of claimants undergoing IMEs with those of treatment-seeking chronic pain patients: 183 patients completed the I3, including fibromyalgia syndrome patients (FMS group), 35 multidisciplinary pain center patients (PC group), and 72 claimants undergoing IMEs. Patients in the latter two groups had a variety of chronic pain problems (and hypothetically may be more likely to exaggerate their problems). The three groups had similar mean scores on the total I3 and for each of the FMS, PC, and IME groups. Results support the hypothesis that participants, in aggregate, do not exaggerate their pain when they undergo IMEs, although some quite possibly do. These results are a step toward establishing a scientific basis for the impairment rating system described in the AMA Guides from consensus-based rules to an evidence-based system for making decisions about impairment.
8
Eze, Balantine U., Nkiruka N. Okoloagu, and Sunday G. Mba. "Objective Structured Clinical Examination as A Reliable tool in the Summative Evaluation of Final Year Medical Students at Enugu State University College of Medicine." European Journal of Clinical Medicine 3, no. 6 (November 26, 2022): 1–3. http://dx.doi.org/10.24018/clinicmed.2022.3.6.236.
Повний текст джерелаАнотація:
Objective structured clinical examination (OSCE) is a reliable, objective and reproducible method of summative assessment of clinical competence. The aim of this study is to evaluate the reliability of OSCE for summative evaluation of final year medical students in both Internal Medicine and Surgery. This was a retrospective cross-sectional study of summative assessment of final-year medical students in Internal Medicine and Surgery at College of Medicine, Enugu State University of Science and Technology. The students’ clinical competence was tested by OSCE. The OSCE consisted of two parts. The A part (picture OSCE, replacing traditional short cases) in which questions were given to students from slide shows. The B part (clinical OSCE, replacing traditional long case) consisted of clinical OSCE stations to test students’ ability and skills in history taking, physical examination, counselling/communication skills, ability to make diagnosis, interpretation of laboratory/radiological results and ability to manage common medical emergencies and conditions. The students' scores in the picture OSCE, clinical OSCE, and final total clinical score scores in both Internal Medicine and Surgery were collated and subjected to analysis with SPSS version 25 (IBM; SPSS, Chicago, IL, USA). Correlation was assessed by Pearson correlation, mean scores compared with paired t-test, reliability assessed by calculating Cronbach's alpha. Statistical significance was considered as p <0.05. A total of 120 students sat for the examinations. There were significant positive correlations between students’ score in Surgery clinical OSCE and Internal Medicine clinical OSCE, r =0.617 (p=0.000); students’ scores in Surgery picture OSCE and Internal Medicine Picture OSCE, r=0.647 (p=0.000); and students’ scores in Surgery clinical examinations and Internal Medicine clinical examinations, r= 0.750 (p=0.000). The reliability of Surgery clinical examinations was 0.851 while the reliability of Internal Medicine clinical examinations was 0.816. OSCE is a more reliable tool than traditional method for the summative assessment of final year medical students. OSCE gives a higher correlation coefficient and Cronbach alpha than the traditional method of assessment.
9
Berney, Alexandre, Valerie Carrard, Sylvie Berney, Katja Schlegel, Jacques Gaume, Mehdi Gholam, Pierre-Alexandre Bart, et al. "Study protocol for the ETMED-L project: longitudinal study of mental health and interpersonal competence of medical students in a Swiss university using a comprehensive framework of empathy." BMJ Open 11, no. 12 (December 2021): e053070. http://dx.doi.org/10.1136/bmjopen-2021-053070.
Повний текст джерелаАнотація:
IntroductionPhysician interpersonal competence is crucial for patient care. How interpersonal competence develops during undergraduate medical education is thus a key issue. Literature on the topic consists predominantly of studies on empathy showing a trend of decline over the course of medical school. However, most existing studies have focused on narrow measures of empathy. The first aim of this project is to study medical students’ interpersonal competence with a comprehensive framework of empathy that includes self-reported cognitive and affective empathy, performance-based assessments of emotion recognition accuracy, and a behavioural dimension of empathy. The second aim of the present project is to investigate the evolution of mental health during medical school and its putative link to the studied components of interpersonal competence. Indeed, studies documented a high prevalence of mental health issues among medical students that could potentially impact their interpersonal competence. Finally, this project will enable to test the impact of mental health and interpersonal competence on clinical skills as evaluated by experts and simulated patients.Methods and analysisThis project consists of an observational longitudinal study with an open cohort design. Each year during the four consecutive years of the project, every medical student (curriculum years 1–6) of the University of Lausanne in Switzerland will be asked to complete an online questionnaire including several interpersonal competence and mental health measures. Clinical skills assessments from examinations and training courses with simulated patients will also be included. Linear mixed models will be used to explore the longitudinal evolutions of the studied components of interpersonal competence and mental health as well as their reciprocal relationship and their link to clinical skills.Ethics and disseminationThe project has received ethical approval from the competent authorities. Findings will be disseminated through internal, regional, national and international conferences, news and peer-reviewed journals.
10
Huang, Simin, Jing Yang, Feifei Wang, Jun Guo, and Shengming Liu. "Exploration of an Effective Method for the Step-by-Step Presentation of Case Information to Guide Grade 4 Medical Students to Develop Clinical Reasoning Skills." Journal of Curriculum and Teaching 10, no. 1 (February 15, 2021): 36. http://dx.doi.org/10.5430/jct.v10n1p36.
Повний текст джерелаАнотація:
Clinical reasoning ability is an important competence for a clinician to have. Undergraduate study is a crucial period to strengthen medical students' clinical reasoning skills. The aim of this study was to explore an effective method for guiding students to improve clinical reasoning skills via a step-by-step presentation of case information. The study was conducted among grade 2015 clinical medicine major students who were studying internal medicine. On the basis of the theoretical study and practical training, a method for the step-by-step presentation of case information was designed and implemented to strengthen students’ clinical reasoning skills. Each case was divided into four modules. Module one focused on inquiry, module two focused on physical examination, module three focused on laboratory tests and module four focused on diagnosis and treatment. Four modules were sent to students in turn as homework. The teacher corrected their answers and feedback was individually given. A questionnaire was conducted at the end of semester to assess the effect. The questionnaire revealed that students were satisfied with this training mode. They thought the mode was helpful for improving clinical reasoning ability and consolidating the basic skills such as history taking and physical examination. In conclusion, this effective method provides a training pattern for developing clinical reasoning skills of medical students. Through the process of analysing clinical cases, students are guided to become familiar with the procedures of solving clinical problems from gathering medical information to establishing diagnosis and treatment plans. It helps students to establish a scientific clinical reasoning mode.
Книги з теми "Clinical competence – Examinations – Study guides"
1
Inc, Kaplan, ed. USMLE step 2 clinical skills. New York: Simon & Schuster, 2004.
Знайти повний текст джерела
2
Mark, Kauffman. COMLEX level 2-PE review guide. Sudbury, Mass: Jones and Bartlett Publishers, 2011.
Знайти повний текст джерела
3
Ann, Allen Barbara, ed. National boards examination review for part III: 200 multiple choice questions and referenced explanatory answers plus patient management clinical competence cases. New Hyde Park, N.Y: Medical Examination Pub. Co., 1985.
Знайти повний текст джерела
4
COMLEX level 2 PE review guide. Sudbury, Mass: Jones and Bartlett Publishers, 2011.
Знайти повний текст джерела
5
W, Sweeney Raymond, ed. Mosby's review for the clinical competency test. St. Louis: Mosby, 1997.
Знайти повний текст джерела
6
Tao, Le, and Bhushan Vikas, eds. First aid for the USMLE step 2 CK. 5th ed. New York: McGraw-Hill Professional, 2006.
Знайти повний текст джерела
7
J, Everatt, and Arthurs G, eds. The anaesthesia OSCE. London: Greenwich Medical Media, 1997.
Знайти повний текст джерела
8
David, Clarke. OCR A2 psychology: Health and clinical psychology : Student unit guide. Deddington: Philip Allan Updates, 2012.
Знайти повний текст джерела
9
Zarrillo, James. Ready for RICA: A test preparation guide for California's Reading Instruction Competence Assessment. 2nd ed. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2005.
Знайти повний текст джерела
10
Ready for RICA: A test preparation guide for California's Reading Instruction Competence Assessment. Upper Saddle River, N.J: Merrill Prentice Hall, 2002.
Знайти повний текст джерела