Abstract:
:Construct: The purpose of this study was to provide initial evidence of the validity of written case summaries as assessments of clinical problem representation in a classroom setting. BACKGROUND:To solve clinical problems, clinicians must gain a clear representation of the issues. In the clinical setting, oral case presentations-or summaries-are used to assess learners' ability to gather, synthesize, and "translate" pertinent case information. This ability can be assessed in Objective Structured Clinical Examination and Virtual Patient settings using oral or written case summaries. Evidence of their validity in these settings includes adequate interrater agreement and moderate correlation with other assessments of clinical reasoning. We examined the use of written case summaries in a classroom setting as part of an examination designed to assess clinical reasoning. APPROACH:We developed and implemented written examinations for 2 preclerkship general practice courses in Years 4 and 5 of a 7-year curriculum. Examinations included 8 case summary questions in Year 4 and 5 in Year 5. Seven hundred students participated. Cases were scored using 3 criteria: extraction of pertinent findings, semantic quality, and global ratings. We examined the item parameters (using classical test theory) and generalizability of case summary items. We computed correlations between case summary scores and scores on other questions within the examination. RESULTS:Item parameters were acceptable (average item difficulty = 0.49-0.73 and 0.59-0.68 in Years 4 and 5; average point-biserials = 0.21-0.24 and 0.18-0.21). Scores were moderately generalizable (G coefficients = 0.40-0.50), with case-specificity a substantial source of measurement error (10.2%-19.5% of variance). Scoring and rater had small effects. Correlations with related constructs were low to moderate. CONCLUSIONS:There is good evidence regarding the scoring and generalizability of written case summaries for assessment of clinical problem representation. Further evidence regarding the extrapolation and implications of these assessments is warranted.
journal_name
Teach Learn Medjournal_title
Teaching and learning in medicineauthors
Dory V,Gagnon R,Charlin B,Vanpee D,Leconte S,Duyver C,Young M,Loye Ndoi
10.1080/10401334.2016.1190730subject
Has Abstractpub_date
2016-10-01 00:00:00pages
375-384issue
4eissn
1040-1334issn
1532-8015journal_volume
28pub_type
杂志文章abstract:BACKGROUND:The education and training of early career biomedical translational researchers often involves formal mentoring by more experienced colleagues. PURPOSES:This study investigated the nature of these mentoring relationships from the perspective of mentees. The objective was to understand the challenges and iss...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2014.883983
更新日期:2014-01-01 00:00:00
abstract:BACKGROUND:Simulation requires involvement from participants. However, it is unknown to what extent simulation effectiveness is a function of the number of participants. PURPOSE:This study assessed the impact of varying group size on medical students' subjective experience of simulation and on postsimulation exam perf...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章,随机对照试验
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更新日期:2011-07-01 00:00:00
abstract:BACKGROUND:This article, prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, discusses the evolving challenges facing medical educators posed by social media and a new form of professionalism that has been termed e-professionalism. SUMMARY:E-professionalism...
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doi:10.1080/10401334.2013.770741
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journal_title:Teaching and learning in medicine
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更新日期:2019-08-01 00:00:00
abstract::Problem: Although motivational interviewing is an effective patient-centered counseling method that healthcare providers can adopt to promote positive behavior change among patients, motivational interviewing is not routinely taught in medical schools. Intervention: A 3.5-hour motivational interviewing workshop was de...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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更新日期:2020-04-01 00:00:00
abstract:BACKGROUND:Summative evaluation of medical students is a critical component of the educational process. Despite extensive literature on evaluation, few studies have centered on affiliate faculty members' attitudes toward summative evaluation of students, though it has been suggested that these attitudes influence their...
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pub_type: 杂志文章
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abstract:BACKGROUND:Limited studies have examined the factors associated with the implementation of team-based learning (TBL). PURPOSE:The purpose of this study was to identify faculty reactions (successes and challenges) associated with the implementation of a modified TBL in undergraduate anatomy teaching. METHOD:To obtain ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2013.797343
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abstract:BACKGROUND:For programs to accomplish the goals of the Accreditation Council of Graduate Medical Education (ACGME) Outcome Project, faculty must be trained to deliver and assess education that is level-specific, competency-based, standardized, integrated, and easily accessible. DESCRIPTION:An innovative faculty develo...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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更新日期:2012-01-01 00:00:00
abstract:BACKGROUND:The popularization of problem-based learning (PBL) has drawn attention to the motivational and cognitive skills necessary for medical students in group learning. This study identifies the effect of motivational and cognitive factors on group productivity of PBL tutorial groups. DESCRIPTION:A self-administer...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1501_11
更新日期:2003-01-01 00:00:00
abstract:BACKGROUND:The ability to accurately interpret electrocardiogram (ECG) abnormalities is a core competency for graduating medical students (GMS). Incorrect interpretation of ECG findings can result in adverse patient outcomes. To our knowledge, there has been no published study evaluating the level of competency in ECG ...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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更新日期:2014-01-01 00:00:00
abstract:BACKGROUND:Geriatric clinical clerkships in Israel teach mostly about the hospitalized elder patient with almost no ambulatory experience. Meanwhile, primary care physicians provide most of the health care to the elderly in the community. This article describes an innovation in the curriculum of the 5th-year family med...
journal_title:Teaching and learning in medicine
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更新日期:2003-04-01 00:00:00
abstract:BACKGROUND:Inadequate physician training may be a barrier to physician-patient discussions of advance directives (ADs). DESCRIPTION:The purpose of this study was to determine the effects of an ADs course, which includes completing a directive, on medical students' perceived knowledge of and preparedness for discussing...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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更新日期:2010-04-01 00:00:00
abstract:BACKGROUND:Multiple variables affect medical specialty choice, including temperament, sociodemographic factors, and personal experiences. Many studies address specific variables for specific specialties, but few assess the relative impact of each factor. PURPOSE:To identify the relative influence of temperament in cho...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1602_6
更新日期:2004-04-01 00:00:00
abstract:BACKGROUND AND PURPOSE:Our study examined whether GRIEV_ING improved death notification skills of medical students, whether pretesting with simulated survivors primed learners and improved results of the intervention, and whether feedback on the simulated encounter improved student performance. METHODS:GRIEV_ING train...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401330903018450
更新日期:2009-07-01 00:00:00
abstract:BACKGROUND:Although the literary arts initiated the movement to include the humanities in medical education, little is known about the incorporation of other art forms. PURPOSE:A study was designed to determine the variety of arts-related activities in U.S. medical schools. METHODS:Questionnaires were mailed twice to...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1404_11
更新日期:2002-10-01 00:00:00
abstract::Problem: Conferences are the most common form of continuing medical education (CME), but their effect on clinician practice is inconsistent. Reflection is a critical step in the process of practice change among clinicians and may lead to improved outcomes following conference-based CME. However, reflection requires ti...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
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更新日期:2020-10-01 00:00:00
abstract:BACKGROUND:Oral health is an important but inadequately addressed area in medical school curricula. Primary care practitioners are in an ideal position to help prevent oral disease but lack the knowledge to do so. PURPOSES:We developed an oral health elective that targeted 1st- and 2nd-year medical students as part of...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1804_11
更新日期:2006-10-01 00:00:00
abstract:PURPOSE:Current training in the United States for pelvic speculum examinations (PSEs) has a primary focus on the physician-centered goal of visualizing the cervix but may not inform practitioners of potential iatrogenic effects. Such oversight leaves trainees unprepared and unskilled in preventing and addressing advers...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2013.827969
更新日期:2013-01-01 00:00:00
abstract::Phenomenon: This scoping literature review summarizes current Canadian health science education and training aimed to lessen health gaps between Aboriginal and non-Aboriginal peoples. APPROACH:Keyword searches of peer-reviewed and gray literature databases, websites, and resources recommended by local Aboriginal comm...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章,评审
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更新日期:2017-04-01 00:00:00
abstract:BACKGROUND:Technical and communicative skills are both important features for one's perception of practitioner competence. PURPOSE:This research examines how trainees' perceptions of practitioner competence change as they view health care practitioners who vary in their technical and communicative skill proficiencies....
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2012.664528
更新日期:2012-01-01 00:00:00
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2015.1044749
更新日期:2015-01-01 00:00:00
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journal_title:Teaching and learning in medicine
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更新日期:2020-10-01 00:00:00
abstract:BACKGROUND:Lesbian, gay, bisexual, and transgender (LGBT) persons represent an underserved population susceptible to health care disparities. DESCRIPTION:In February 2004, we implemented an LGBT health curriculum for students at the University of California at San Francisco. Confidential matched questionnaires elicite...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401330802199567
更新日期:2008-07-01 00:00:00
abstract:UNLABELLED:PHENOMENON: In higher education, reflection sessions are often used when participants learn in the workplace. In the Netherlands, all General Practitioner training programs include regular meetings called Exchange of Experiences, in which General Practitioner trainees are expected to learn collaboratively fr...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2015.1107486
更新日期:2016-01-01 00:00:00
abstract:BACKGROUND:Prominent authorities believe that managed care and governmental policies are compromising the clinical education of future physicians. PURPOSE:This study sought the views of clinical teachers to quantify the extent to which managed care and governmental policies have changed clinical education. METHODS:Qu...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1402_03
更新日期:2002-04-01 00:00:00
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journal_title:Teaching and learning in medicine
pub_type: 杂志文章,随机对照试验
doi:10.1080/10401334.2016.1202832
更新日期:2017-01-01 00:00:00
abstract:BACKGROUND:There are several oaths and affirmations that are integrated into the academic customs of the health sciences, such as the Hippocratic Oath and the Ethical Affirmation for Scientists. What current oaths do not communicate is that teaching and learning are the foundation of the professions. SUMMARY:We articu...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2012.664987
更新日期:2012-01-01 00:00:00
abstract:THEORY:Empathy has a potentially complicated relationship with dealing with death and dying. Having clinical empathy can improve interactions with dying, but educational interventions aimed at fostering empathy may cause medical students to connect emotionally with dying patients and behave unprofessionally out of self...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1080/10401334.2020.1794881
更新日期:2020-08-11 00:00:00
abstract:BACKGROUND:Computer-based learning has gained widespread acceptance in medical curricula, but can it replace faculty-led teaching. PURPOSE:To investigate the effectiveness of independent computer-based learning of pulmonary auscultation alone and in combination with faculty-led teaching. METHODS:The first method invo...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/s15328015tlm1601_6
更新日期:2004-01-01 00:00:00
abstract:BACKGROUND:Domestic violence (DV) is prevalent but often unrecognized, and it is a challenge to teach. This article presents an evidence-based DV education program for medical residents and incorporates it into a women's medicine curriculum. DESCRIPTION:An initial 3-hr seminar included video and case discussion, liter...
journal_title:Teaching and learning in medicine
pub_type: 杂志文章
doi:10.1207/S15328015TLM1504_09
更新日期:2003-10-01 00:00:00