ePoster
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Presentation Description
Young-Min Kim1,2
Sun Mi Yoo2, Hye Rim Jin2, Eun Ju Kim2, Ji Eun Kim2 and Chang-Jin Choi3,2
1 Department of Emergency Medicine, The Catholic University of Korea College of Medicine
2 START Center for Medical Simulation, The Catholic University of Korea College of Medicine
3 Department of Family Medicine, The Catholic University of Korea College of Medicine
Sun Mi Yoo2, Hye Rim Jin2, Eun Ju Kim2, Ji Eun Kim2 and Chang-Jin Choi3,2
1 Department of Emergency Medicine, The Catholic University of Korea College of Medicine
2 START Center for Medical Simulation, The Catholic University of Korea College of Medicine
3 Department of Family Medicine, The Catholic University of Korea College of Medicine
Background:
Progress testing of knowledge has been widely implemented in medical schools. However, progress OSCE for clinical skills (CS) is relatively new and required more studies.
Progress testing of knowledge has been widely implemented in medical schools. However, progress OSCE for clinical skills (CS) is relatively new and required more studies.
Summary of Work:
We implemented the progress clinical performance examination (PCPX) as part of the summative performance assessment in a longitudinal CS program. Two CPX scenarios (A: clinical reasoning-focused with physical examination, B: counseling-focused without physical examination) were incorporated into the diagnostic OSCE at the end of the 2nd year (PCPX I), 10-station OSCE in the 3rd year (PCPX II), and 10-station OSCE in the 4th year (PCPX III) repeatedly. We compared the scores between the PCPXs and performed correlation analyses between PCPX III and national CS examination (KMLE-CS) scores.
We implemented the progress clinical performance examination (PCPX) as part of the summative performance assessment in a longitudinal CS program. Two CPX scenarios (A: clinical reasoning-focused with physical examination, B: counseling-focused without physical examination) were incorporated into the diagnostic OSCE at the end of the 2nd year (PCPX I), 10-station OSCE in the 3rd year (PCPX II), and 10-station OSCE in the 4th year (PCPX III) repeatedly. We compared the scores between the PCPXs and performed correlation analyses between PCPX III and national CS examination (KMLE-CS) scores.
Results:
Ninety-six student data were analyzed, and 69 students provided their KMLE-CS scores. The CPX A scores were higher in PCPX III than in PCPX I. The correct items of physical examination and communication domains were higher in PCPX III than in PCPX II. The CPX B scores were improved in PCPX II compared to PCPX I but lowered in PCPX III (p<0.001, p=0.001, respectively), and the communication skills mainly declined. The PCPX III score was moderately correlated with the total KMLE-CS score (r=0.356, p=0.003) and SP- based CPX KMLE-CS score (r=0.315, p=0.008).
Ninety-six student data were analyzed, and 69 students provided their KMLE-CS scores. The CPX A scores were higher in PCPX III than in PCPX I. The correct items of physical examination and communication domains were higher in PCPX III than in PCPX II. The CPX B scores were improved in PCPX II compared to PCPX I but lowered in PCPX III (p<0.001, p=0.001, respectively), and the communication skills mainly declined. The PCPX III score was moderately correlated with the total KMLE-CS score (r=0.356, p=0.003) and SP- based CPX KMLE-CS score (r=0.315, p=0.008).
Discussion:
The measurement error could be possible due to the case specificity of the scenarios. Repeated use of the same scenarios could be potential internal validity threats due to history, maturation, and testing bias.
The measurement error could be possible due to the case specificity of the scenarios. Repeated use of the same scenarios could be potential internal validity threats due to history, maturation, and testing bias.
Conclusions:
The PCPX was feasible, and students’ CS progress could be identified. Efforts to improve communication skills in counseling settings during the final-year clerkship are necessary.
The PCPX was feasible, and students’ CS progress could be identified. Efforts to improve communication skills in counseling settings during the final-year clerkship are necessary.
Take-home messages:
As part of the summative performance assessment, the PCPX could help identify the students’ CS progress. Diversifying cases, developing additional scenarios, and adjusting the number of OSCE stations are required.
As part of the summative performance assessment, the PCPX could help identify the students’ CS progress. Diversifying cases, developing additional scenarios, and adjusting the number of OSCE stations are required.
References (maximum three)
1. Gold JG, DeMuth RH, Mavis BE, Wagner DP. Progress Testing 2.0: clinical skills meets necessary science. Med Educ Online 2015;20:27769.
2. DeMuth RH, Gold JG, Mavis BE, Wagner DP. Progress on a New Kind of Progress Test: Assessing Medical Students' Clinical Skills. Acad Med 2018;93:724-8.
2. DeMuth RH, Gold JG, Mavis BE, Wagner DP. Progress on a New Kind of Progress Test: Assessing Medical Students' Clinical Skills. Acad Med 2018;93:724-8.
3. Pugh D, Touchie C, Wood TJ, Humphrey-Murto S. Progress Testing: Is there a role for the OSCE? Med Educ 2014;48:623-31.