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KMID : 1141320180330020181
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Kosin Medical Journal
2018 Volume.33 No. 2 p.181 ~ p.190
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Comparative study between an intensive small group teaching and a 1-year clinical practice on OSCE
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Kim Sin-Jae
Park Min-Hwan
Seo Ji-Hyun
Woo Hyang-Ok
Youn Hee-Shang
Park Jung-Je
Jeon Sea-Yuoug
Hwa Jung-Seok
Mullan Patricia
Gruppen Larry D.
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Abstract
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Objectives: Our school introduced a new curriculum based on faculty-directed, intensive, small-group teaching of clinical skills in the third-year medical students. To examine its effects, we compared the mean scores on an OSCE between the third- and fourth-year medical students.
Methods: Third- and fourth-year students did rotations at the same five OSCE stations. They then completed a brief self-reporting questionnaire survey to examine the degree of satisfaction with new curriculum in the third-year students and clinical practice in the fourth-year students, as well as their perception of confidence and preparedness. We analyzed the OSCE data obtained from 158 students, 133 of whom also completed the questionnaire.
Results: Mean OSCE scores on the breast examination and wet smear stations were significantly higher in the third-year group (P < 0.001). But mean OSCE scores of motor-sensory examination and lumbar puncture were significantly higher in the fourth-year group (P < 0.05). The mean OSCE scores had no significant correlation with satisfaction. In addition, the self-ratings of confidence had a high degree of correlation with satisfaction with new curriculum (r = 0.673) and clinical practice (r = 0.692). Furthermore, there was a moderate degree of correlation between satisfaction and preparedness in both groups (r = 0.403 and 0.449).
Conclusions: There is no significant difference in the effect on the degree of clinical performance and confidence between an intensive-small group teaching and a 1-year clinical practice. If combined, intensive small group teaching and clinical practice would be useful to improve the degree of ability and confidence in medical students.
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KEYWORD
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Clinical skills, Confidence, Objective structured clinical examination
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