dc.creator |
Gary S. Ferenchick |
|
dc.creator |
Jami Foreback |
|
dc.creator |
Basim Towfiq |
|
dc.creator |
Kevin Kavanaugh |
|
dc.creator |
David Solomon |
|
dc.creator |
Asad Mohmand |
|
dc.date |
2010-01-01T00:00:00Z |
|
dc.date.accessioned |
2015-08-12T11:21:35Z |
|
dc.date.available |
2015-08-12T11:21:35Z |
|
dc.identifier |
10.3402/meo.v15i0.4276 |
|
dc.identifier |
1087-2981 |
|
dc.identifier |
https://doaj.org/article/8e9f637bd6eb4a429c72ab5b8d916103 |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/29040 |
|
dc.description |
Background: Facilitating direct observation of medical students' clinical competencies is a pressing need. Methods: We developed an electronic problem-specific Clinical Evaluation Exercise (eCEX) based on a national curriculum. We assessed its feasibility in monitoring and recording students' competencies and the impact of a grading incentive on the frequency of direct observations in an internal medicine clerkship. Students (n=56) at three clinical sites used the eCEX and comparison students (n=56) at three other clinical sites did not. Students in the eCEX group were required to arrange 10 evaluations with faculty preceptors. Students in the second group were required to document a single, faculty observed ‘Full History and Physical’ encounter with a patient. Students and preceptors were surveyed at the end of each rotation. Results: eCEX increased students' and evaluators' understanding of direct-observation objectives and had a positive impact on the evaluators' ability to provide feedback and assessments. The grading incentive increased the number of times a student reported direct observation by a resident preceptor. Conclusions: eCEX appears to be an effective means of enhancing student evaluation. |
|
dc.language |
English |
|
dc.publisher |
Co-Action |
|
dc.relation |
http://med-ed-online.net/index.php/meo/article/view/4276/5313 |
|
dc.relation |
https://doaj.org/toc/1087-2981 |
|
dc.rights |
CC BY |
|
dc.source |
Medical Education Online, Vol 15, Iss 0, Pp 1-9 (2010) |
|
dc.subject |
students |
|
dc.subject |
medical |
|
dc.subject |
clinical competence |
|
dc.subject |
observation |
|
dc.subject |
computers |
|
dc.subject |
handheld |
|
dc.subject |
clinical clerkship |
|
dc.subject |
internal medicine |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Medicine (General) |
|
dc.subject |
R5-920 |
|
dc.subject |
Medicine |
|
dc.subject |
R |
|
dc.subject |
DOAJ:Medicine (General) |
|
dc.subject |
DOAJ:Health Sciences |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Medicine (General) |
|
dc.subject |
R5-920 |
|
dc.subject |
Medicine |
|
dc.subject |
R |
|
dc.subject |
DOAJ:Medicine (General) |
|
dc.subject |
DOAJ:Health Sciences |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Medicine (General) |
|
dc.subject |
R5-920 |
|
dc.subject |
Medicine |
|
dc.subject |
R |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Medicine (General) |
|
dc.subject |
R5-920 |
|
dc.subject |
Medicine |
|
dc.subject |
R |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Medicine (General) |
|
dc.subject |
R5-920 |
|
dc.subject |
Medicine |
|
dc.subject |
R |
|
dc.title |
The implementation of a mobile problem-specific electronic CEX for assessing directly observed student–patient encounters |
|
dc.type |
article |
|