Early formative objective structured clinical examinations for students in the pre-clinical years of medical education: A non-randomized controlled prospective pilot study
The value of formative objective structured clinical examinations (OSCEs) during the pre-clinical years of medical education remains unclear. We aimed to assess the effectiveness of a formative OSCE program for medical students in their pre-clinical years on subsequent performance in summative OSCE....
Gespeichert in:
| Veröffentlicht in: | PloS one 2023-12, Vol.18 (12), p.e0294022-e0294022 |
|---|---|
| Hauptverfasser: | , , , , , , , , , , , , , , , , , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | e0294022 |
|---|---|
| container_issue | 12 |
| container_start_page | e0294022 |
| container_title | PloS one |
| container_volume | 18 |
| creator | Ouldali, Naïm Le Roux, Enora Faye, Albert Leblanc, Claire Angoulvant, François Korb, Diane Delcour, Clémence Caula, Caroline Wohrer, Delphine Rybak, Alexis Delafoy, Manon Carrié, Claire Strullu, Marion Oualha, Mehdi Levy, Romain Mimoun, Camille Griffon, Lucie Nuzzo, Alexandre Eyraud, Clara Levy, Michael Ellul, Pierre |
| description | The value of formative objective structured clinical examinations (OSCEs) during the pre-clinical years of medical education remains unclear. We aimed to assess the effectiveness of a formative OSCE program for medical students in their pre-clinical years on subsequent performance in summative OSCE.
We conducted a non-randomized controlled prospective pilot study that included all medical students from the last year of the pre-clinical cycle of the Université Paris-Cité Medical School, France, in 2021. The intervention group received the formative OSCE program, which consisted of four OSCE sessions, followed by debriefing and feedback, whereas the control group received the standard teaching program. The main objective of this formative OSCE program was to develop skills in taking a structured medical history and communication. All participants took a final summative OSCE. The primary endpoint was the summative OSCE mark in each group. A questionnaire was also administered to the intervention-group students to collect their feedback. A qualitative analysis, using a convenience sample, was conducted by gathering data pertaining to the process through on-site participative observation of the formative OSCE program.
Twenty students were included in the intervention group; 776 in the control group. We observed a significant improvement with each successive formative OSCE session in communication skills and in taking a structured medical history (p |
| doi_str_mv | 10.1371/journal.pone.0294022 |
| format | Article |
| fullrecord | <record><control><sourceid>gale_plos_</sourceid><recordid>TN_cdi_plos_journals_3072929247</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A775659953</galeid><doaj_id>oai_doaj_org_article_85a07aee444a46c19054722be049ca21</doaj_id><sourcerecordid>A775659953</sourcerecordid><originalsourceid>FETCH-LOGICAL-c516t-f4fad16d357b8d0e7f4e6389330a27edf8d7502d5b03329fdf0325f83956e26b3</originalsourceid><addsrcrecordid>eNqNk12LEzEUhgdR3LX6D0QHBNGLqZlkPr0ry6qFhQW_bkOanLQpmWQ2ycjWv-SfNNPOlq3sheQih_C854T3nJMkL3M0z0mdf9jawRmm5701MEe4LRDGj5LzvCU4qzAij-_FZ8kz77cIlaSpqqfJGWlQhcoiP0_-XDKnd6m0rmNB_YLUrrbA95EPbuBhcCBSrpVRnOkUblmnTCSt8aMoQoMAE3yqTBo2kPYOsiO9A-Z8amXagTjIxcD34o_pIjXWZI4ZYTv1e6xhTXBW6xj2zvp--kWvtA37MrvnyRPJtIcX0z1Lfny6_H7xJbu6_ry8WFxlvMyrkMlCMpFXgpT1qhEIallARZqWEMRwDUI2oi4RFuUKEYJbKSQiuJQNacsKcLUis-T1IW-vraeTz54SVOM2nqKOxPJACMu2tHeqY25HLVN0_2DdmjIXFNdAm5KhmgEURcGKiudt9L3GeAWoaDnDecz1bqrm7M0APtBOeQ5aMwN28BS3Y3OrsY2z5M0_6MOfm6g1i_WVkTY4xsekdFHXZVW2bUkiNX-AikdAp2IvQKr4fiJ4fyIY-wW3Yc0G7-ny29f_Z69_nrJv77EbYDpsvNXDfsZOweIA8jge3oE8Gp8jOq7EnRt0XAk6rUSUvZpMG1ZxDo-iux0gfwE-CQja</addsrcrecordid><sourcetype>Open Website</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>3072929247</pqid></control><display><type>article</type><title>Early formative objective structured clinical examinations for students in the pre-clinical years of medical education: A non-randomized controlled prospective pilot study</title><source>Public Library of Science (PLoS) Journals Open Access</source><source>DOAJ Directory of Open Access Journals</source><source>EZB-FREE-00999 freely available EZB journals</source><source>PubMed Central</source><source>Free Full-Text Journals in Chemistry</source><creator>Ouldali, Naïm ; Le Roux, Enora ; Faye, Albert ; Leblanc, Claire ; Angoulvant, François ; Korb, Diane ; Delcour, Clémence ; Caula, Caroline ; Wohrer, Delphine ; Rybak, Alexis ; Delafoy, Manon ; Carrié, Claire ; Strullu, Marion ; Oualha, Mehdi ; Levy, Romain ; Mimoun, Camille ; Griffon, Lucie ; Nuzzo, Alexandre ; Eyraud, Clara ; Levy, Michael ; Ellul, Pierre</creator><creatorcontrib>Ouldali, Naïm ; Le Roux, Enora ; Faye, Albert ; Leblanc, Claire ; Angoulvant, François ; Korb, Diane ; Delcour, Clémence ; Caula, Caroline ; Wohrer, Delphine ; Rybak, Alexis ; Delafoy, Manon ; Carrié, Claire ; Strullu, Marion ; Oualha, Mehdi ; Levy, Romain ; Mimoun, Camille ; Griffon, Lucie ; Nuzzo, Alexandre ; Eyraud, Clara ; Levy, Michael ; Ellul, Pierre</creatorcontrib><description>The value of formative objective structured clinical examinations (OSCEs) during the pre-clinical years of medical education remains unclear. We aimed to assess the effectiveness of a formative OSCE program for medical students in their pre-clinical years on subsequent performance in summative OSCE.
We conducted a non-randomized controlled prospective pilot study that included all medical students from the last year of the pre-clinical cycle of the Université Paris-Cité Medical School, France, in 2021. The intervention group received the formative OSCE program, which consisted of four OSCE sessions, followed by debriefing and feedback, whereas the control group received the standard teaching program. The main objective of this formative OSCE program was to develop skills in taking a structured medical history and communication. All participants took a final summative OSCE. The primary endpoint was the summative OSCE mark in each group. A questionnaire was also administered to the intervention-group students to collect their feedback. A qualitative analysis, using a convenience sample, was conducted by gathering data pertaining to the process through on-site participative observation of the formative OSCE program.
Twenty students were included in the intervention group; 776 in the control group. We observed a significant improvement with each successive formative OSCE session in communication skills and in taking a structured medical history (p<0.0001 for both skills). Students from the intervention group performed better in a summative OSCE that assessed the structuring of a medical history (median mark 16/20, IQR [15; 17] versus 14/20, [13; 16], respectively, p = 0.012). Adjusted analyses gave similar results. The students from the intervention group reported a feeling of improved competence and a reduced level of stress at the time of the evaluation, supported by the qualitative data showing the benefits of the formative sessions.
Our findings suggest that an early formative OSCE program is suitable for the pre-clinical years of medical education and is associated with improved student performance in domains targeted by the program.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0294022</identifier><identifier>PMID: 38060541</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Academic achievement ; Clinical trials ; Communication ; Communication skills ; Curricula ; Education ; Evaluation ; Feedback ; Intervention ; Interviews ; Learning ; Medical education ; Medical personnel ; Medical research ; Medical schools ; Medical students ; Performance evaluation ; Qualitative analysis ; Qualitative research ; Regression analysis ; Semiotics ; Skills ; Stress (Psychology) ; Students ; Teachers ; Teaching ; Training</subject><ispartof>PloS one, 2023-12, Vol.18 (12), p.e0294022-e0294022</ispartof><rights>Copyright: © 2023 Ouldali et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.</rights><rights>COPYRIGHT 2023 Public Library of Science</rights><rights>2023 Ouldali et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2023 Ouldali et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c516t-f4fad16d357b8d0e7f4e6389330a27edf8d7502d5b03329fdf0325f83956e26b3</cites><orcidid>0000-0003-4996-9640 ; 0000-0001-9426-0468 ; 0000-0002-8952-7620</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0294022&type=printable$$EPDF$$P50$$Gplos$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://journals.plos.org/plosone/article?id=10.1371/journal.pone.0294022$$EHTML$$P50$$Gplos$$Hfree_for_read</linktohtml><link.rule.ids>314,776,780,860,2096,2915,23845,27901,27902,79342,79343</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/38060541$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Ouldali, Naïm</creatorcontrib><creatorcontrib>Le Roux, Enora</creatorcontrib><creatorcontrib>Faye, Albert</creatorcontrib><creatorcontrib>Leblanc, Claire</creatorcontrib><creatorcontrib>Angoulvant, François</creatorcontrib><creatorcontrib>Korb, Diane</creatorcontrib><creatorcontrib>Delcour, Clémence</creatorcontrib><creatorcontrib>Caula, Caroline</creatorcontrib><creatorcontrib>Wohrer, Delphine</creatorcontrib><creatorcontrib>Rybak, Alexis</creatorcontrib><creatorcontrib>Delafoy, Manon</creatorcontrib><creatorcontrib>Carrié, Claire</creatorcontrib><creatorcontrib>Strullu, Marion</creatorcontrib><creatorcontrib>Oualha, Mehdi</creatorcontrib><creatorcontrib>Levy, Romain</creatorcontrib><creatorcontrib>Mimoun, Camille</creatorcontrib><creatorcontrib>Griffon, Lucie</creatorcontrib><creatorcontrib>Nuzzo, Alexandre</creatorcontrib><creatorcontrib>Eyraud, Clara</creatorcontrib><creatorcontrib>Levy, Michael</creatorcontrib><creatorcontrib>Ellul, Pierre</creatorcontrib><title>Early formative objective structured clinical examinations for students in the pre-clinical years of medical education: A non-randomized controlled prospective pilot study</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>The value of formative objective structured clinical examinations (OSCEs) during the pre-clinical years of medical education remains unclear. We aimed to assess the effectiveness of a formative OSCE program for medical students in their pre-clinical years on subsequent performance in summative OSCE.
We conducted a non-randomized controlled prospective pilot study that included all medical students from the last year of the pre-clinical cycle of the Université Paris-Cité Medical School, France, in 2021. The intervention group received the formative OSCE program, which consisted of four OSCE sessions, followed by debriefing and feedback, whereas the control group received the standard teaching program. The main objective of this formative OSCE program was to develop skills in taking a structured medical history and communication. All participants took a final summative OSCE. The primary endpoint was the summative OSCE mark in each group. A questionnaire was also administered to the intervention-group students to collect their feedback. A qualitative analysis, using a convenience sample, was conducted by gathering data pertaining to the process through on-site participative observation of the formative OSCE program.
Twenty students were included in the intervention group; 776 in the control group. We observed a significant improvement with each successive formative OSCE session in communication skills and in taking a structured medical history (p<0.0001 for both skills). Students from the intervention group performed better in a summative OSCE that assessed the structuring of a medical history (median mark 16/20, IQR [15; 17] versus 14/20, [13; 16], respectively, p = 0.012). Adjusted analyses gave similar results. The students from the intervention group reported a feeling of improved competence and a reduced level of stress at the time of the evaluation, supported by the qualitative data showing the benefits of the formative sessions.
Our findings suggest that an early formative OSCE program is suitable for the pre-clinical years of medical education and is associated with improved student performance in domains targeted by the program.</description><subject>Academic achievement</subject><subject>Clinical trials</subject><subject>Communication</subject><subject>Communication skills</subject><subject>Curricula</subject><subject>Education</subject><subject>Evaluation</subject><subject>Feedback</subject><subject>Intervention</subject><subject>Interviews</subject><subject>Learning</subject><subject>Medical education</subject><subject>Medical personnel</subject><subject>Medical research</subject><subject>Medical schools</subject><subject>Medical students</subject><subject>Performance evaluation</subject><subject>Qualitative analysis</subject><subject>Qualitative research</subject><subject>Regression analysis</subject><subject>Semiotics</subject><subject>Skills</subject><subject>Stress (Psychology)</subject><subject>Students</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Training</subject><issn>1932-6203</issn><issn>1932-6203</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>BENPR</sourceid><sourceid>DOA</sourceid><recordid>eNqNk12LEzEUhgdR3LX6D0QHBNGLqZlkPr0ry6qFhQW_bkOanLQpmWQ2ycjWv-SfNNPOlq3sheQih_C854T3nJMkL3M0z0mdf9jawRmm5701MEe4LRDGj5LzvCU4qzAij-_FZ8kz77cIlaSpqqfJGWlQhcoiP0_-XDKnd6m0rmNB_YLUrrbA95EPbuBhcCBSrpVRnOkUblmnTCSt8aMoQoMAE3yqTBo2kPYOsiO9A-Z8amXagTjIxcD34o_pIjXWZI4ZYTv1e6xhTXBW6xj2zvp--kWvtA37MrvnyRPJtIcX0z1Lfny6_H7xJbu6_ry8WFxlvMyrkMlCMpFXgpT1qhEIallARZqWEMRwDUI2oi4RFuUKEYJbKSQiuJQNacsKcLUis-T1IW-vraeTz54SVOM2nqKOxPJACMu2tHeqY25HLVN0_2DdmjIXFNdAm5KhmgEURcGKiudt9L3GeAWoaDnDecz1bqrm7M0APtBOeQ5aMwN28BS3Y3OrsY2z5M0_6MOfm6g1i_WVkTY4xsekdFHXZVW2bUkiNX-AikdAp2IvQKr4fiJ4fyIY-wW3Yc0G7-ny29f_Z69_nrJv77EbYDpsvNXDfsZOweIA8jge3oE8Gp8jOq7EnRt0XAk6rUSUvZpMG1ZxDo-iux0gfwE-CQja</recordid><startdate>20231207</startdate><enddate>20231207</enddate><creator>Ouldali, Naïm</creator><creator>Le Roux, Enora</creator><creator>Faye, Albert</creator><creator>Leblanc, Claire</creator><creator>Angoulvant, François</creator><creator>Korb, Diane</creator><creator>Delcour, Clémence</creator><creator>Caula, Caroline</creator><creator>Wohrer, Delphine</creator><creator>Rybak, Alexis</creator><creator>Delafoy, Manon</creator><creator>Carrié, Claire</creator><creator>Strullu, Marion</creator><creator>Oualha, Mehdi</creator><creator>Levy, Romain</creator><creator>Mimoun, Camille</creator><creator>Griffon, Lucie</creator><creator>Nuzzo, Alexandre</creator><creator>Eyraud, Clara</creator><creator>Levy, Michael</creator><creator>Ellul, Pierre</creator><general>Public Library of Science</general><general>Public Library of Science (PLoS)</general><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>IOV</scope><scope>ISR</scope><scope>3V.</scope><scope>7QG</scope><scope>7QL</scope><scope>7QO</scope><scope>7RV</scope><scope>7SN</scope><scope>7SS</scope><scope>7T5</scope><scope>7TG</scope><scope>7TM</scope><scope>7U9</scope><scope>7X2</scope><scope>7X7</scope><scope>7XB</scope><scope>88E</scope><scope>8AO</scope><scope>8C1</scope><scope>8FD</scope><scope>8FE</scope><scope>8FG</scope><scope>8FH</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABJCF</scope><scope>ABUWG</scope><scope>AEUYN</scope><scope>AFKRA</scope><scope>ARAPS</scope><scope>ATCPS</scope><scope>AZQEC</scope><scope>BBNVY</scope><scope>BENPR</scope><scope>BGLVJ</scope><scope>BHPHI</scope><scope>C1K</scope><scope>CCPQU</scope><scope>D1I</scope><scope>DWQXO</scope><scope>FR3</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>H94</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB.</scope><scope>KB0</scope><scope>KL.</scope><scope>L6V</scope><scope>LK8</scope><scope>M0K</scope><scope>M0S</scope><scope>M1P</scope><scope>M7N</scope><scope>M7P</scope><scope>M7S</scope><scope>NAPCQ</scope><scope>P5Z</scope><scope>P62</scope><scope>P64</scope><scope>PATMY</scope><scope>PDBOC</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PTHSS</scope><scope>PYCSY</scope><scope>RC3</scope><scope>7X8</scope><scope>DOA</scope><orcidid>https://orcid.org/0000-0003-4996-9640</orcidid><orcidid>https://orcid.org/0000-0001-9426-0468</orcidid><orcidid>https://orcid.org/0000-0002-8952-7620</orcidid></search><sort><creationdate>20231207</creationdate><title>Early formative objective structured clinical examinations for students in the pre-clinical years of medical education: A non-randomized controlled prospective pilot study</title><author>Ouldali, Naïm ; Le Roux, Enora ; Faye, Albert ; Leblanc, Claire ; Angoulvant, François ; Korb, Diane ; Delcour, Clémence ; Caula, Caroline ; Wohrer, Delphine ; Rybak, Alexis ; Delafoy, Manon ; Carrié, Claire ; Strullu, Marion ; Oualha, Mehdi ; Levy, Romain ; Mimoun, Camille ; Griffon, Lucie ; Nuzzo, Alexandre ; Eyraud, Clara ; Levy, Michael ; Ellul, Pierre</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c516t-f4fad16d357b8d0e7f4e6389330a27edf8d7502d5b03329fdf0325f83956e26b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Academic achievement</topic><topic>Clinical trials</topic><topic>Communication</topic><topic>Communication skills</topic><topic>Curricula</topic><topic>Education</topic><topic>Evaluation</topic><topic>Feedback</topic><topic>Intervention</topic><topic>Interviews</topic><topic>Learning</topic><topic>Medical education</topic><topic>Medical personnel</topic><topic>Medical research</topic><topic>Medical schools</topic><topic>Medical students</topic><topic>Performance evaluation</topic><topic>Qualitative analysis</topic><topic>Qualitative research</topic><topic>Regression analysis</topic><topic>Semiotics</topic><topic>Skills</topic><topic>Stress (Psychology)</topic><topic>Students</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ouldali, Naïm</creatorcontrib><creatorcontrib>Le Roux, Enora</creatorcontrib><creatorcontrib>Faye, Albert</creatorcontrib><creatorcontrib>Leblanc, Claire</creatorcontrib><creatorcontrib>Angoulvant, François</creatorcontrib><creatorcontrib>Korb, Diane</creatorcontrib><creatorcontrib>Delcour, Clémence</creatorcontrib><creatorcontrib>Caula, Caroline</creatorcontrib><creatorcontrib>Wohrer, Delphine</creatorcontrib><creatorcontrib>Rybak, Alexis</creatorcontrib><creatorcontrib>Delafoy, Manon</creatorcontrib><creatorcontrib>Carrié, Claire</creatorcontrib><creatorcontrib>Strullu, Marion</creatorcontrib><creatorcontrib>Oualha, Mehdi</creatorcontrib><creatorcontrib>Levy, Romain</creatorcontrib><creatorcontrib>Mimoun, Camille</creatorcontrib><creatorcontrib>Griffon, Lucie</creatorcontrib><creatorcontrib>Nuzzo, Alexandre</creatorcontrib><creatorcontrib>Eyraud, Clara</creatorcontrib><creatorcontrib>Levy, Michael</creatorcontrib><creatorcontrib>Ellul, Pierre</creatorcontrib><collection>PubMed</collection><collection>CrossRef</collection><collection>Gale In Context: Opposing Viewpoints</collection><collection>Gale In Context: Science</collection><collection>ProQuest Central (Corporate)</collection><collection>Animal Behavior Abstracts</collection><collection>Bacteriology Abstracts (Microbiology B)</collection><collection>Biotechnology Research Abstracts</collection><collection>Nursing & Allied Health Database</collection><collection>Ecology Abstracts</collection><collection>Entomology Abstracts (Full archive)</collection><collection>Immunology Abstracts</collection><collection>Meteorological & Geoastrophysical Abstracts</collection><collection>Nucleic Acids Abstracts</collection><collection>Virology and AIDS Abstracts</collection><collection>Agricultural Science Collection</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Medical Database (Alumni Edition)</collection><collection>ProQuest Pharma Collection</collection><collection>Public Health Database</collection><collection>Technology Research Database</collection><collection>ProQuest SciTech Collection</collection><collection>ProQuest Technology Collection</collection><collection>ProQuest Natural Science Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Materials Science & Engineering Collection</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest One Sustainability</collection><collection>ProQuest Central UK/Ireland</collection><collection>Advanced Technologies & Aerospace Collection</collection><collection>Agricultural & Environmental Science Collection</collection><collection>ProQuest Central Essentials</collection><collection>Biological Science Collection</collection><collection>ProQuest Central</collection><collection>Technology Collection (ProQuest)</collection><collection>Natural Science Collection (ProQuest)</collection><collection>Environmental Sciences and Pollution Management</collection><collection>ProQuest One Community College</collection><collection>ProQuest Materials Science Collection</collection><collection>ProQuest Central Korea</collection><collection>Engineering Research Database</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>AIDS and Cancer Research Abstracts</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Materials Science Database</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Meteorological & Geoastrophysical Abstracts - Academic</collection><collection>ProQuest Engineering Collection</collection><collection>ProQuest Biological Science Collection</collection><collection>Agricultural Science Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Algology Mycology and Protozoology Abstracts (Microbiology C)</collection><collection>Biological Science Database</collection><collection>Engineering Database</collection><collection>Nursing & Allied Health Premium</collection><collection>Advanced Technologies & Aerospace Database</collection><collection>ProQuest Advanced Technologies & Aerospace Collection</collection><collection>Biotechnology and BioEngineering Abstracts</collection><collection>Environmental Science Database</collection><collection>Materials Science Collection</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>Engineering Collection</collection><collection>Environmental Science Collection</collection><collection>Genetics Abstracts</collection><collection>MEDLINE - Academic</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ouldali, Naïm</au><au>Le Roux, Enora</au><au>Faye, Albert</au><au>Leblanc, Claire</au><au>Angoulvant, François</au><au>Korb, Diane</au><au>Delcour, Clémence</au><au>Caula, Caroline</au><au>Wohrer, Delphine</au><au>Rybak, Alexis</au><au>Delafoy, Manon</au><au>Carrié, Claire</au><au>Strullu, Marion</au><au>Oualha, Mehdi</au><au>Levy, Romain</au><au>Mimoun, Camille</au><au>Griffon, Lucie</au><au>Nuzzo, Alexandre</au><au>Eyraud, Clara</au><au>Levy, Michael</au><au>Ellul, Pierre</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Early formative objective structured clinical examinations for students in the pre-clinical years of medical education: A non-randomized controlled prospective pilot study</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2023-12-07</date><risdate>2023</risdate><volume>18</volume><issue>12</issue><spage>e0294022</spage><epage>e0294022</epage><pages>e0294022-e0294022</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>The value of formative objective structured clinical examinations (OSCEs) during the pre-clinical years of medical education remains unclear. We aimed to assess the effectiveness of a formative OSCE program for medical students in their pre-clinical years on subsequent performance in summative OSCE.
We conducted a non-randomized controlled prospective pilot study that included all medical students from the last year of the pre-clinical cycle of the Université Paris-Cité Medical School, France, in 2021. The intervention group received the formative OSCE program, which consisted of four OSCE sessions, followed by debriefing and feedback, whereas the control group received the standard teaching program. The main objective of this formative OSCE program was to develop skills in taking a structured medical history and communication. All participants took a final summative OSCE. The primary endpoint was the summative OSCE mark in each group. A questionnaire was also administered to the intervention-group students to collect their feedback. A qualitative analysis, using a convenience sample, was conducted by gathering data pertaining to the process through on-site participative observation of the formative OSCE program.
Twenty students were included in the intervention group; 776 in the control group. We observed a significant improvement with each successive formative OSCE session in communication skills and in taking a structured medical history (p<0.0001 for both skills). Students from the intervention group performed better in a summative OSCE that assessed the structuring of a medical history (median mark 16/20, IQR [15; 17] versus 14/20, [13; 16], respectively, p = 0.012). Adjusted analyses gave similar results. The students from the intervention group reported a feeling of improved competence and a reduced level of stress at the time of the evaluation, supported by the qualitative data showing the benefits of the formative sessions.
Our findings suggest that an early formative OSCE program is suitable for the pre-clinical years of medical education and is associated with improved student performance in domains targeted by the program.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>38060541</pmid><doi>10.1371/journal.pone.0294022</doi><tpages>e0294022</tpages><orcidid>https://orcid.org/0000-0003-4996-9640</orcidid><orcidid>https://orcid.org/0000-0001-9426-0468</orcidid><orcidid>https://orcid.org/0000-0002-8952-7620</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1932-6203 |
| ispartof | PloS one, 2023-12, Vol.18 (12), p.e0294022-e0294022 |
| issn | 1932-6203 1932-6203 |
| language | eng |
| recordid | cdi_plos_journals_3072929247 |
| source | Public Library of Science (PLoS) Journals Open Access; DOAJ Directory of Open Access Journals; EZB-FREE-00999 freely available EZB journals; PubMed Central; Free Full-Text Journals in Chemistry |
| subjects | Academic achievement Clinical trials Communication Communication skills Curricula Education Evaluation Feedback Intervention Interviews Learning Medical education Medical personnel Medical research Medical schools Medical students Performance evaluation Qualitative analysis Qualitative research Regression analysis Semiotics Skills Stress (Psychology) Students Teachers Teaching Training |
| title | Early formative objective structured clinical examinations for students in the pre-clinical years of medical education: A non-randomized controlled prospective pilot study |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-08T03%3A07%3A10IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_plos_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Early%20formative%20objective%20structured%20clinical%20examinations%20for%20students%20in%20the%20pre-clinical%20years%20of%20medical%20education:%20A%20non-randomized%20controlled%20prospective%20pilot%20study&rft.jtitle=PloS%20one&rft.au=Ouldali,%20Na%C3%AFm&rft.date=2023-12-07&rft.volume=18&rft.issue=12&rft.spage=e0294022&rft.epage=e0294022&rft.pages=e0294022-e0294022&rft.issn=1932-6203&rft.eissn=1932-6203&rft_id=info:doi/10.1371/journal.pone.0294022&rft_dat=%3Cgale_plos_%3EA775659953%3C/gale_plos_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=3072929247&rft_id=info:pmid/38060541&rft_galeid=A775659953&rft_doaj_id=oai_doaj_org_article_85a07aee444a46c19054722be049ca21&rfr_iscdi=true |