Translation and validation of a questionnaire to assess the diagnosis and management of dementia in Greek general practice.

The aim of this study was to translate and validate the Alzheimer's Disease Knowledge scale (ADKS) in a population of Greek general practitioners (GPs). The international standards for the forward and back translation approach were followed. For the validation step, 112 GPs, treating dementia in their daily practices, were enrolled from Crete.

Pilot evaluation of a biopsychosocial integrated standardized patient examination in a family medicine clerkship.

Objective: A new biopsychosocial Integrated Standardized Patient Examination (ISPE) was implemented to assess communication skills for medical students participating in a family medicine clerkship.

Method: Mixed method, multi-level evaluation.

Results: Pilot ISPE scores were significantly higher than previous Objective Structured Clinical Examination (OSCE) (p < .

A model for integrated assessment of clinical competence.

An interdisciplinary group of faculty from medicine, basic sciences, physical therapy, and education developed a performance assessment tool for evaluating clinical competence. This group was assembled following the revision to integrated systems-based curricula in the school of medicine and doctor of physical therapy program. The group was challenged to measure curricular outcomes through student assessment of clinical competence as defined through integration.

Toward validation of an assessment tool designed to measure medical students' integration of scientific knowledge and clinical communication skills.

This article reports on a study undertaken to validate an assessment tool of medical students' ability to integrate clinical skills and scientific knowledge within the patient encounter. One hundred forty first-year medical students at the State University of New York at Buffalo examined a standardized patient with either acute lower back pain or gastroesophageal reflux disease (GERD). Forty-eight clinical exams were evaluated by two raters to test the interrater reliability of the instrument.

Defining differences in the instructional styles of community preceptors.

Background And Objectives: Variability exists in the instructional experiences of medical students in clinical settings. As relationships between community-based physicians and medical students expand, it is important to promote instructional styles that enhance teaching and learning. This study identified attitudes and approaches toward teaching that distinguish preceptors with high student ratings from those with lower ratings.