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Fairness and objectivity of a multiple scenario objective structured clinical examination.
GMS J Med Educ
December 2019
University Medicine Greifswald, Institute for Community Medicine, Department of General Practice and Family Medicine, Greifswald, Germany.
The aim of the Objective Structured Clinical Examination (OSCE) is a standardized and fair assessment of clinical skills. Observing second clinical year medical students during a summative OSCE assessing a General Practice clerkship, we noticed that information exchange with peers led to a progressively faster and overly focused management of simulations. Therefore, we established a Multiple Scenario-OSCE (MS-OSCE) where all students had to manage the same chief complaint at a station but it's underlying scenarios being randomly changed during students' rotation through their parcours.
View Article and Find Full Text PDFMEDICOL: online learning in medicine and dentistry.
Acad Med
September 2002
Division of Educational Support and Development, Office of Coordinator of Health Sciences, University of British Columbia Faculty of Medicine, Vancouver, Canada.
Objective: MEDICOL (Medicine and Dentistry Integrated Curriculum Online) provides a variety of Web-based resources that act as important adjuncts to all the teaching components of the medical and dental undergraduate curriculum. It uses WebCT, a course-management system, to provide the following educational functions: (1) track students' progress and present course information such as time-tables, learning objectives, handout materials, images, references, course assignments, and evaluations; (2) promote student-to-student and student-to-instructor interactions (through e-mail and bulletin boards); and (3) deliver self-directed learning components, including weekly self-assessment quizzes that provide immediate feedback and multimedia learning modules (clinical skills, radiology, evidence-based medicine, etc.).
View Article and Find Full Text PDFHow effective is a clerkship as a learning environment?
Med Teach
October 2001
Department of Surgery, University Hospital Vrije Universiteit, Amsterdam, The Netherlands.
To assess the educational quality of a traditional clerkship, a questionnaire was administered to 28 students at the end of their 10-week surgical clerkship. The questionnaire contained 116 items on learning objectives, patient problems encountered by students, clinical skills performed, feedback received and amounts of time spent on various activities. The students indicated that they had adequate ability to correctly analyse and manage patient problems.
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