Using clinical skills exams to evaluate medical student skills in prevention.
Using clinical skills exams to evaluate medical student skills in prevention.
复制标题
使用临床技能考试来评估医学生的预防技能。
DOI：
10.1016/j.amepre.2011.05.019
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发表时间：
2011
影响因子：
5.5
通讯作者：
Efird,JimmyT
中科院分区：
文献类型：
--
作者：
Novick,LloydF;Lazorick,Suzanne;Clay,MariaC;Merricks,PatrickA;Daugherty,JulieC;Efird,JimmyT
2006年，布罗迪医学院区域医学公共卫生教育中心将预防教学纳入第一，第二，本文的目的是报告2006年期间临床技能考试（CSE）在预防健康教育评价中的使用情况。方法在医学院第三年结束时，聘请两名CSE测量预防技能。CSE-1是一名56岁的女性，患有膝关节疼痛。结果测量是询问三个或更多预防历史项目的学生的百分比。CSE-2是一名15岁的男孩，正在接受体育体检/预防性筛查。结果衡量标准是查询预防项目的数量。2007年和2010年之间的改善是显著的，p=0.0080（Fisher精确检验）。在2009年6月参加三年级医学生客观结构化临床考试-2的64名学生中，询问以下预防项目的人数最多：运动（98%）、酒精滥用（98%）、药物使用（98%）、学校和年级（98%）、性活动（98%）和烟草使用（97%）。研究结果有助于学生评估，并可能对课程设计产生重大影响，从而增加预防内容。
BACKGROUNDIn 2006, the Brody School of Medicine Regional Medicine–Public Health Education Center integrated the teaching of prevention into the curriculum for first-, second-, and third-year medical students.PURPOSEThe purpose of this article is to report on the use of clinical skills exams (CSEs) in the evaluation of prevention health instruction for the period 2006–2010.METHODSTwo CSEs were employed to measure preventive skills at the end of the third year of medical school. CSE-1 was a woman aged 56 years with knee pain. The outcome measure is the percentage of students asking three or more prevention history items. CSE-2 was a boy, aged 15 years, undergoing a sports physical/preventive screening. The outcome measure is the number of prevention items queried.RESULTSFor CSE-1, the percentage of students who met the outcome measure increased to 83% in 2010 as compared to 62% in both 2009 and 2007. The improvement between 2007 and 2010 was significant with a p=0.0080 (Fisher's exact test). Of the 64 students taking the third-year medical student objective structured clinical examination-2 in June 2009, the greatest number queried the following preventive items: exercise (98%), alcohol misuse (98%), drug use (98%), school and grades (98%), sexual activity (98%), and tobacco use (97%).CONCLUSIONSBy integrating prevention elements into CSE cases, the results are useful for student assessment and may be a powerful influence on curricular design, leading to an increase in prevention content.