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Impact of two types of Internet-based information on medical students' performance in an Objective Structured Clinical Exam (OSCE).

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Bibliographic Details
Title:	Impact of two types of Internet-based information on medical students' performance in an Objective Structured Clinical Exam (OSCE).
Authors:	Elder WG Jr (AUTHOR), Dassow PL (AUTHOR), Bruckner GG (AUTHOR), Stratton TD (AUTHOR), Elder, William G Jr¹ (AUTHOR), Dassow, Paul L (AUTHOR), Bruckner, Geza G (AUTHOR), Stratton, Terry D (AUTHOR)
Source:	Patient Education & Counseling. Jul2009, Vol. 76 Issue 1, p5-9. 5p.
Abstract:	Objectives: Internet-based information has potential to impact physician-patient relationships. This study examined medical students' interpretation and response to such information presented during an objective clinical examination.Method: Ninety-three medical students who had received training for a patient centered response to inquiries about alternative treatments completed a comprehensive examination in their third year. In 1 of 12 objective structured clinical exams, a SP presented Internet-based information on l-theanine - an amino acid available as a supplement. In Condition A, materials were from commercial websites; in Condition B, materials were from the PubMed website.Results: Analyses revealed no significant differences between Conditions in student performance or patient (SP) satisfaction. Students in Condition A rated the information less compelling than students in Condition B (z=-1.78, p=.037), and attributed less of the treatment's action to real vs. placebo effects (z=-1.61, p=.053).Conclusions: Students trained in a patient centered response to inquiries about alternative treatment perceived the credibility of the two types of Internet-based information differently but were able to respond to the patient without jeopardizing patient satisfaction. Approach to information was superficial. Training in information evaluation may be warranted. [ABSTRACT FROM AUTHOR]
	Copyright of Patient Education & Counseling is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

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