ePoster
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Presentation Description
Seng Khee Gan1
Rashmi Watson1
1 Medical School, University of Western Australia
Rashmi Watson1
1 Medical School, University of Western Australia
Background
- Supporting final year students underperforming with clinical skills (CS) performance is challenging (refs 1,2,3). Whether targeted workshops, complementing existing pastoral support and academic monitoring, to review skills performance assists confidence and self-agency with improving CS is unknown.
Summary
- Students underperforming in CS with the MD3 OSCE 2022, or in workplace assessments in final year MD4 2023, were invited to 20 CS development (CSD) group sessions (face-to-face or on-line options available).
- CSD workshops were facilitated by a faculty clinician addressing common CS deficiencies with paired-peer practice opportunities, peer feedback and group debrief. Attendance monitoring and student evaluations were implemented to monitor student engagement and reflection.
Results
- 35 students were invited, with a further 10 added by mid-2023; 14 sessions delivered thus far in 2023. Of invited students: 40% attended ≥50% sessions. 30% attended <25% sessions. Mean evaluation response rate with sessions was 37%.
- The average of session scores to date using a 5-point Likert scale is tabulated (1- strongly disagree; 5-strongly agree):
Adequate opportunity for practice - 4.14
Received useful feedback - 4.27
Increased confidence in approaching specific clinical skills addressed in session - 4.46
Knew what to work on further to improve my clinical skills after this session - 4.48
Had adequate opportunity to ask questions - 4.60
Able to learn more about technical aspects in approaching OSCEs - 4.47
Overall rating of session - 4.65
Discussion
- Students reported positive learning experiences with CSD sessions and reported increased confidence with CS; with responses suggestive of self-agency with personal preparations. Some students showed little engagement, for unclear reasons. Correlation with data from pre and post evaluations and summative performance will be evaluated at year-end.
Conclusion
- Support sessions targeting CS practice in struggling final year students can assist confidence and reported self-agency in attending students.
Implications
- Earlier identification and support are in place and benefits remain to be explored.
References (maximum three)
- Chou CL, Kalet A, Costa MJ, Cleland J, Winston K. Guidelines: The dos, don’ts and don’t knows of remediation in medical education. Perspect Med Educ 2019; 8:322- 338.
- Cleland J, Leggett H, Sandars J, Costa MJ, Patel R, Moffat M. The remediation challenge: theoretical and methodological insights from a systematic review. Med Educ 2013; 47:242-251.
- Kalet A, Guerrasio J, Chou CL. Twelve tips for developing and maintaining a remediation program in medical education. Med Teach 2016; 38:787-792