How Well Do Second-year Students Learn Physical Diagnosis? Observational Study of an Objective Structured Clinical Examination (OSCE)
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How Well Do Second-year Students Learn Physical Diagnosis? Observational Study of an Objective Structured Clinical Examination (OSCE)
| Title: | How Well Do Second-year Students Learn Physical Diagnosis? Observational Study of an Objective Structured Clinical Examination (OSCE) |
| Author: |
Volkan, Kevin; Fishman, Mary B; Hamann, Claus; Silvestri, Ronald Chiko; Simon, Steven R.; Fletcher, Suzanne W.
Note: Order does not necessarily reflect citation order of authors. |
| Citation: | Hamann, Claus, Kevin Volkan, Mary B Fishman, Ronald C Silvestri, Steven R Simon, and Suzanne W Fletcher. 2002. How well do second-year students learn physical diagnosis? Observational study of an objective structured clinical examination (OSCE). BMC Medical Education 2: 1. |
| Full Text & Related Files: |
80153.pdf (577.4Kb; PDF) 
|
| Abstract: | Background: Little is known about using the Objective Structured Clinical Examination (OSCE) in physical diagnosis courses. The purpose of this study was to describe student performance on an OSCE in a physical diagnosis course. Methods: Cross-sectional study at Harvard Medical School, 1997–1999, for 489 second-year students. Results: Average total OSCE score was 57% (range 39–75%). Among clinical skills, students scored highest on patient interaction (72%), followed by examination technique (65%), abnormality identification (62%), history-taking (60%), patient presentation (60%), physical examination knowledge (47%), and differential diagnosis (40%) (p < .0001). Among 16 OSCE stations, scores ranged from 70% for arthritis to 29% for calf pain (p < .0001). Teaching sites accounted for larger adjusted differences in station scores, up to 28%, than in skill scores (9%) (p < .0001). Conclusions: Students scored higher on interpersonal and technical skills than on interpretive or integrative skills. Station scores identified specific content that needs improved teaching. |
| Published Version: | doi://10.1186/1472-6920-2-1 |
| Other Sources: | http://www.ncbi.nlm.nih.gov/pmc/articles/PMC80153/pdf/ |
| Terms of Use: | This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#LAA |
| Citable link to this page: | http://nrs.harvard.edu/urn-3:HUL.InstRepos:4738024 |
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