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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.
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]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd 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.)
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  Data: Acquisition of clinical competence: Added value of clerkship real-life contextual experience.
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Feb2013, Vol. 35 Issue 2, pe957-e962. 6p.
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  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3109/0142159X.2012.714887
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        Text: English
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      – SubjectFull: Clinical competence
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      – SubjectFull: Outcome-based education
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      – SubjectFull: Health occupations students
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      – SubjectFull: Switzerland
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