Acquisition of clinical observation skills by medical students improves with discipline-based teaching. The example of neurological examination
Since 2014-2015, practical teaching of clinical observation skills for 2 year medical students at our faculty has been discipline-based; previously, each clinical lecturer had to cover all medical fields. We assessed the impact of this teaching reform on the neurological examination skills of medica...
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| Veröffentlicht in: | La revue de medecine interne 2018-12, Vol.39 (12), p.905-911 |
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| creator | Turc, G Terrier, B Bats, A-S Ngo, C Ranque, B Calvet, D |
| description | Since 2014-2015, practical teaching of clinical observation skills for 2
year medical students at our faculty has been discipline-based; previously, each clinical lecturer had to cover all medical fields. We assessed the impact of this teaching reform on the neurological examination skills of medical students in a before-and-after study.
Pre-reform 3
and post-reform 2
and 3
year medical students (n=62, n=71 and 52, respectively) had to perform 7 neurological examination items, for which performance criteria had been pre-defined. Subsequently, we assessed whether the mean grade in neurological examination skills during the test at the end of the 2
year was different between students who had received neurological teaching from a neurologist (n=29) or another specialist (n=102).
The median [interquartile range] number of items acquired by post-reform 3
year students (4 [2-5]) was higher than that of pre-reform 3
year students (2 [1-3]; P |
| doi_str_mv | 10.1016/j.revmed.2018.09.001 |
| format | Article |
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year medical students at our faculty has been discipline-based; previously, each clinical lecturer had to cover all medical fields. We assessed the impact of this teaching reform on the neurological examination skills of medical students in a before-and-after study.
Pre-reform 3
and post-reform 2
and 3
year medical students (n=62, n=71 and 52, respectively) had to perform 7 neurological examination items, for which performance criteria had been pre-defined. Subsequently, we assessed whether the mean grade in neurological examination skills during the test at the end of the 2
year was different between students who had received neurological teaching from a neurologist (n=29) or another specialist (n=102).
The median [interquartile range] number of items acquired by post-reform 3
year students (4 [2-5]) was higher than that of pre-reform 3
year students (2 [1-3]; P<0.001), but lower than that of post-reform 2
year students (5 [4-6]; P=0.01). The mean grade obtained during the practical test was not different in students trained by a neurologist or another specialist.
Acquisition of neurological examination skills improved after the teaching reform which consisted of: (1) a discipline-based practical teaching of clinical observation skills; (2) a training of clinical lecturers to teach a limited list of educational objectives; and (3) the introduction of a practical test at the end of the 2
year of medical studies. However, there was a decline in clinical observation skills between 2
and 3
year medical students.</description><identifier>EISSN: 1768-3122</identifier><identifier>DOI: 10.1016/j.revmed.2018.09.001</identifier><identifier>PMID: 30290964</identifier><language>fre</language><publisher>France</publisher><subject>Clinical Competence ; Curriculum - standards ; Education, Medical - legislation & jurisprudence ; Education, Medical - methods ; Education, Medical - organization & administration ; Education, Medical - standards ; Educational Measurement - methods ; Educational Measurement - standards ; Health Care Reform ; Humans ; Medicine ; Neurologic Examination - methods ; Neurology - education ; Paris ; Physical Examination - methods ; Specialization ; Students, Medical</subject><ispartof>La revue de medecine interne, 2018-12, Vol.39 (12), p.905-911</ispartof><rights>Copyright © 2018 Société Nationale Française de Médecine Interne (SNFMI). Published by Elsevier Masson SAS. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,777,781,27905,27906</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/30290964$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Turc, G</creatorcontrib><creatorcontrib>Terrier, B</creatorcontrib><creatorcontrib>Bats, A-S</creatorcontrib><creatorcontrib>Ngo, C</creatorcontrib><creatorcontrib>Ranque, B</creatorcontrib><creatorcontrib>Calvet, D</creatorcontrib><title>Acquisition of clinical observation skills by medical students improves with discipline-based teaching. The example of neurological examination</title><title>La revue de medecine interne</title><addtitle>Rev Med Interne</addtitle><description>Since 2014-2015, practical teaching of clinical observation skills for 2
year medical students at our faculty has been discipline-based; previously, each clinical lecturer had to cover all medical fields. We assessed the impact of this teaching reform on the neurological examination skills of medical students in a before-and-after study.
Pre-reform 3
and post-reform 2
and 3
year medical students (n=62, n=71 and 52, respectively) had to perform 7 neurological examination items, for which performance criteria had been pre-defined. Subsequently, we assessed whether the mean grade in neurological examination skills during the test at the end of the 2
year was different between students who had received neurological teaching from a neurologist (n=29) or another specialist (n=102).
The median [interquartile range] number of items acquired by post-reform 3
year students (4 [2-5]) was higher than that of pre-reform 3
year students (2 [1-3]; P<0.001), but lower than that of post-reform 2
year students (5 [4-6]; P=0.01). The mean grade obtained during the practical test was not different in students trained by a neurologist or another specialist.
Acquisition of neurological examination skills improved after the teaching reform which consisted of: (1) a discipline-based practical teaching of clinical observation skills; (2) a training of clinical lecturers to teach a limited list of educational objectives; and (3) the introduction of a practical test at the end of the 2
year of medical studies. However, there was a decline in clinical observation skills between 2
and 3
year medical students.</description><subject>Clinical Competence</subject><subject>Curriculum - standards</subject><subject>Education, Medical - legislation & jurisprudence</subject><subject>Education, Medical - methods</subject><subject>Education, Medical - organization & administration</subject><subject>Education, Medical - standards</subject><subject>Educational Measurement - methods</subject><subject>Educational Measurement - standards</subject><subject>Health Care Reform</subject><subject>Humans</subject><subject>Medicine</subject><subject>Neurologic Examination - methods</subject><subject>Neurology - education</subject><subject>Paris</subject><subject>Physical Examination - methods</subject><subject>Specialization</subject><subject>Students, Medical</subject><issn>1768-3122</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNo1kMtOwzAQRS0kREvhDxDykk2CH6ljL6uKl1SJTVlHdjJpXZxH46TQr-CXcUNZjXRn5p47g9AdJTElVDzu4g4OFRQxI1TGRMWE0As0pamQEaeMTdC19zsSVELVFZpwwhRRIpmin0W-H6y3vW1q3JQ4d7a2uXa4MR66gx51_2md89gccWCMXd8PBdS9x7Zqu-YAHn_ZfosL63PbBguIjPZQ4B50vrX1JsbrLWD41lXr4MSpYega12xGt5Nu65F1gy5L7TzcnusMfTw_rZev0er95W25WEUto7SPpOHzUhDFZZoUjOU65SkBIYxgUqhknoCZQ16aFCQzhqZEGtCq4Epork3Ym6GHP98Qfz-A77MqZAfndA3N4LNAETKRIj2N3p9HBxPuz9rOVro7Zv9P5L95CneL</recordid><startdate>201812</startdate><enddate>201812</enddate><creator>Turc, G</creator><creator>Terrier, B</creator><creator>Bats, A-S</creator><creator>Ngo, C</creator><creator>Ranque, B</creator><creator>Calvet, D</creator><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>7X8</scope></search><sort><creationdate>201812</creationdate><title>Acquisition of clinical observation skills by medical students improves with discipline-based teaching. The example of neurological examination</title><author>Turc, G ; Terrier, B ; Bats, A-S ; Ngo, C ; Ranque, B ; Calvet, D</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-p211t-8b35f6093874d22ca7370e66b62869454eb5ecfb7e82bb1708bea9d396a3ab093</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>fre</language><creationdate>2018</creationdate><topic>Clinical Competence</topic><topic>Curriculum - standards</topic><topic>Education, Medical - legislation & jurisprudence</topic><topic>Education, Medical - methods</topic><topic>Education, Medical - organization & administration</topic><topic>Education, Medical - standards</topic><topic>Educational Measurement - methods</topic><topic>Educational Measurement - standards</topic><topic>Health Care Reform</topic><topic>Humans</topic><topic>Medicine</topic><topic>Neurologic Examination - methods</topic><topic>Neurology - education</topic><topic>Paris</topic><topic>Physical Examination - methods</topic><topic>Specialization</topic><topic>Students, Medical</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Turc, G</creatorcontrib><creatorcontrib>Terrier, B</creatorcontrib><creatorcontrib>Bats, A-S</creatorcontrib><creatorcontrib>Ngo, C</creatorcontrib><creatorcontrib>Ranque, B</creatorcontrib><creatorcontrib>Calvet, D</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>MEDLINE - Academic</collection><jtitle>La revue de medecine interne</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Turc, G</au><au>Terrier, B</au><au>Bats, A-S</au><au>Ngo, C</au><au>Ranque, B</au><au>Calvet, D</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Acquisition of clinical observation skills by medical students improves with discipline-based teaching. The example of neurological examination</atitle><jtitle>La revue de medecine interne</jtitle><addtitle>Rev Med Interne</addtitle><date>2018-12</date><risdate>2018</risdate><volume>39</volume><issue>12</issue><spage>905</spage><epage>911</epage><pages>905-911</pages><eissn>1768-3122</eissn><abstract>Since 2014-2015, practical teaching of clinical observation skills for 2
year medical students at our faculty has been discipline-based; previously, each clinical lecturer had to cover all medical fields. We assessed the impact of this teaching reform on the neurological examination skills of medical students in a before-and-after study.
Pre-reform 3
and post-reform 2
and 3
year medical students (n=62, n=71 and 52, respectively) had to perform 7 neurological examination items, for which performance criteria had been pre-defined. Subsequently, we assessed whether the mean grade in neurological examination skills during the test at the end of the 2
year was different between students who had received neurological teaching from a neurologist (n=29) or another specialist (n=102).
The median [interquartile range] number of items acquired by post-reform 3
year students (4 [2-5]) was higher than that of pre-reform 3
year students (2 [1-3]; P<0.001), but lower than that of post-reform 2
year students (5 [4-6]; P=0.01). The mean grade obtained during the practical test was not different in students trained by a neurologist or another specialist.
Acquisition of neurological examination skills improved after the teaching reform which consisted of: (1) a discipline-based practical teaching of clinical observation skills; (2) a training of clinical lecturers to teach a limited list of educational objectives; and (3) the introduction of a practical test at the end of the 2
year of medical studies. However, there was a decline in clinical observation skills between 2
and 3
year medical students.</abstract><cop>France</cop><pmid>30290964</pmid><doi>10.1016/j.revmed.2018.09.001</doi><tpages>7</tpages></addata></record> |
| fulltext | fulltext |
| identifier | EISSN: 1768-3122 |
| ispartof | La revue de medecine interne, 2018-12, Vol.39 (12), p.905-911 |
| issn | 1768-3122 |
| language | fre |
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| source | MEDLINE; Elsevier ScienceDirect Journals |
| subjects | Clinical Competence Curriculum - standards Education, Medical - legislation & jurisprudence Education, Medical - methods Education, Medical - organization & administration Education, Medical - standards Educational Measurement - methods Educational Measurement - standards Health Care Reform Humans Medicine Neurologic Examination - methods Neurology - education Paris Physical Examination - methods Specialization Students, Medical |
| title | Acquisition of clinical observation skills by medical students improves with discipline-based teaching. The example of neurological examination |
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