Artikel
Maintaining quality in light of increased qantity
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Autoren
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Karmen Zeme
- University of Maribor, Faculty of Medicine, Center for Medical Education, Maribor, Slovenia
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Tamara Todorovic
- University of Maribor, Faculty of Medicine, Center for Medical Education, Maribor, Slovenia
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Marko Zdravkovic
- University of Maribor, Faculty of Medicine, Center for Medical Education, Maribor, Slovenia
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Sebastjan Bevc
- University of Maribor, Faculty of Medicine, Center for Medical Education, Maribor, Slovenia; University Medical Center Maribor, Clinic for Internal Medicine, Maribor, Slovenia
| Veröffentlicht: | 29. November 2013 |
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Gliederung
Poster
Introduction: In academic year 2010/2011, we started an elective subject (ES) on clinical skills training (CST) for year-3 medical students. In 2012/2013, we incorporated some components of the ES into the obligatory Internal medicine subject. Selected CST (history taking and clinical examinations) followed by an objective structured clinical examination (OSCE) became obligatory for all year-3 medical students before attending their clinical practice at wards. CSTs were run almost exclusively by peer tutors (PTs). We wondered if obligatory nature of CST and greater number of students involved affected students’ satisfaction with the execution. Research question: Is there a significant diffierence between year-3 medical students’ perception of CST in 2011/2012 versus 2012/2013?
Method: We gave identical questionnaires to medical students in year 2011/2012 (N=40) and in 2012/2013 (N=64). Response rates were 82.5% and 90.6 %, respectively. Students evaluated diffierent aspects of CST on the scale from -2 to +2. They also answered some closed-type questions. Results were analysed using independent samples T-test.
Results: All the variables point to at least substantial satisfaction with the CST in both years. There is no significant diffierence in any of the feedback variables (see Table 1 [Tab. 1]). This year, we had greater number of students who believe that initial lack of their theoretical knowledge influenced their CST(p=0.001). There is no difference in number of students who believe that OSCE is an objective evaluation method and who would like to become PTs next year.
Conclusions: The obligatory nature of CST and increased number of students does not seem to affect general satisfaction with the training. However, students’ lack of theoretical knowledge has to be taken into account. Correlation of topics covered in lectures and in CST is difficult to achieve in practice, but short theoretical introductions before CST could be feasible and make students’ work a bit easier.
Take home message: Quality of execution of obligatory CST did not diminish due to increased number of students involved in the teaching process as measured by students’ perception.
