Concordance Rates Between Resident-Performed Ultrasound Measurements and Certified Sonographer Measurements.

Objectives: To evaluate the accuracy of ultrasound (US) estimated fetal weight (EFW) measurement compared with neonatal birth weight when performed by residents versus certified sonographers. The hypothesis tested was that residents and certified sonographers would not differ significantly in EFW or in EFW compared with neonatal birth weight.

Methods: A retrospective chart review of 142 inpatients from July 2010 to May 2011 was conducted.

Single-Use Energy Sources and Operating Room Time for Laparoscopic Hysterectomy: A Randomized Controlled Trial.

Study Objectives: To compare the intraoperative direct costs of a single-use energy device with reusable energy devices during laparoscopic hysterectomy.

Design: A randomized controlled trial (Canadian Task Force Classification I).

Setting: An academic hospital.

Are medical students agreeable? An exploration of personality in relation to clinical skills training.

Background: Clinical competencies like trust, empathy, and cooperation are emphasized in medical school curricula. Agreeableness, a personality domain, reflects these competencies. It is unclear, however, whether medical student personality is intrinsically agreeable.

Do clinical evaluations in a psychiatry clerkship favor students with positive personality characteristics?

Objective: The authors examine associations of personality characteristics, National Board of Medical Examiners subject examination performance, and Objective Structured Clinical Examination performance with clinical evaluations of third-year medical students in a psychiatry clerkship.

Methods: Students completed the Revised NEO Personality Inventory, which measures personality domains of neuroticism, extraversion, openness, agreeableness, and conscientiousness and associated personality traits. At clerkship completion, students completed the National Board of Medical Examiners subject examination and a psychiatry Objective Structured Clinical Examination, and were evaluated by attending physicians (using a standardized evaluation form) regarding their clinical "knowledge and skill" and "interpersonal behavior.

Medical student identification of domestic violence as measured on an objective, standardized clinical examination.

Objective: This study examined the incidence and predictors of domestic violence screening by third-year medical students at an end of clerkship Objective Standardized Clinical Examination.

Study Design: Two hundred and seventy-five third-year medical students completed an 8-station end of clerkship Objective Standardized Clinical Examination as part of this retrospective observational study, one with nonspecific abdominal pain and possible domestic violence. Checklists on history, physical, communication, and interpersonal skills were collected.

Construct validity of an objective structured clinical examination (OSCE) in psychiatry: associations with the clinical skills examination and other indicators.

Objective: The construct validity of checklist and global process scores for an objective structured clinical examination (OSCE) in psychiatry was assessed. Multiple regression analysis was used to predict psychiatry OSCE scores from the clinical skills examination, an obstetrics/gynecology (OB/GYN) OSCE, and the National Board of Medical Examiners (NBME) psychiatry subject examination.

Methods: Archival data from two successive classes of third-year medical students (1999-2000, N=142; 2000-2001, N=144) were aggregated and analyzed.

The influence of testing context and clinical rotation order on students' OSCE performance.

Purpose: To investigate the influence of testing context and rotation order on third-year medical student performance on a common objective structured clinical examination (OSCE) station in both obstetrics-gynecology (ob-gyn) and psychiatry rotations.

Method: Archival OSCE performance data (in the form of a 25-item binary content checklist) from one class of third-year medical students (n = 141) at Saint Louis University (2002-03) were aggregated and analyzed.

Results: Despite the fact that the station was identical in both OSCEs, students were, in general, less likely to inquire about ob-gyn issues on the psychiatry OSCE and less likely to inquire about psychiatric issues on the ob-gyn OSCE, regardless of order of rotation.