Acquisition of clinical competence: Added value of clerkship real-life contextual experience.
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| Title: | Acquisition of clinical competence: Added value of clerkship real-life contextual experience. |
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| Authors: | Rudaz, Andrea1,2 (AUTHOR), Gut, Anne M.1,3 (AUTHOR), Louis-Simonet, Martine1,4 (AUTHOR), Perrier, Arnaud1,4 (AUTHOR), Vu, Nu V.1,5 (AUTHOR), Nendaz, Mathieu R.1,6 (AUTHOR) mathieu.nendaz@hcuge.ch |
| Source: | Medical Teacher. Feb2013, Vol. 35 Issue 2, pe957-e962. 6p. |
| Subject Terms: | *Clinical competence, *Outcome-based education, *Health occupations students, *Intellect, *Longitudinal method, *Medical students, *School environment, *Data analysis, *Educational outcomes, Analysis of variance, Clinical medicine, Confidence intervals, Epidemiology, Patient-professional relations, Study & teaching of medicine, Nursing records, Research funding, Statistical hypothesis testing, Data analysis software, Descriptive statistics |
| Geographic Terms: | Switzerland |
| Abstract: | Background: Medical students' limited access to patients induces a shift of learning activities from clinical wards to classrooms. Aim: Identify clinical competencies specifically acquired during real-life contextual clerkship added to case-based tutorials, by a prospective, controlled study. Methods: Students entering our eight-week internal medicine (IM) clerkship attended paper case-based tutorials about 10 common presenting complaints and were assigned to an IM specialty ward. For each tutorial case, two groups of students were created: those assigned to a ward, the specialty of which was unrelated to the case (case-unrelated ward, CUW) and those assigned to a ward, the specialty of which was related to the case (case-related ward, CRW). Results: Forty-one students (30 CUW and 11 CRW) volunteered for the study. Both groups had similar previous experiences and pre-clerkship exam scores. The CRW students collected more relevant clinical information from the patient (69% vs. 55% of expected items, p = 0.001) and elaborated charts of better quality (47% vs. 39% of expected items, p = 0.05). Clinical-knowledge mean score was similar (70%) in both groups ( p = 0.92). Conclusions: While paper-case tutorials did provide students with clinical knowledge, real contextual experience brought additional, specific competencies. This supports the preservation of clinical exposure with supervision and feedback. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Background: Medical students' limited access to patients induces a shift of learning activities from clinical wards to classrooms. Aim: Identify clinical competencies specifically acquired during real-life contextual clerkship added to case-based tutorials, by a prospective, controlled study. Methods: Students entering our eight-week internal medicine (IM) clerkship attended paper case-based tutorials about 10 common presenting complaints and were assigned to an IM specialty ward. For each tutorial case, two groups of students were created: those assigned to a ward, the specialty of which was unrelated to the case (case-unrelated ward, CUW) and those assigned to a ward, the specialty of which was related to the case (case-related ward, CRW). Results: Forty-one students (30 CUW and 11 CRW) volunteered for the study. Both groups had similar previous experiences and pre-clerkship exam scores. The CRW students collected more relevant clinical information from the patient (69% vs. 55% of expected items, p = 0.001) and elaborated charts of better quality (47% vs. 39% of expected items, p = 0.05). Clinical-knowledge mean score was similar (70%) in both groups ( p = 0.92). Conclusions: While paper-case tutorials did provide students with clinical knowledge, real contextual experience brought additional, specific competencies. This supports the preservation of clinical exposure with supervision and feedback. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.3109/0142159X.2012.714887 |
