Effects of basic clinical skills training on objective structured clinical examination performance

Objectives  The aim of curriculum reform in medical education is to improve students' clinical and communication skills. However, there are contradicting results regarding the effectiveness of such reforms. Methods  A study of internal medicine students was carried out using a static group desi...

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Bibliographic Details
Published in:Medical education 2005-10, Vol.39 (10), p.1015-1020
Main Authors: Jünger, Jana, Schäfer, Sybille, Roth, Christiane, Schellberg, Dieter, Friedman Ben-David, Miriam, Nikendei, Christoph
Format: Article
Language:English
Subjects:
Adult
Clinical Competence - standards
Communication
Curriculum
Curriculum subjects: programmes and methods
education
Education, Medical, Undergraduate - methods
Educational Measurement
Educational sciences
Female
Germany
Humans
Male
medical
Medical and paramedical education
Medical History Taking - standards
Physical Examination - standards
Pilot Projects
Teaching - methods
undergraduate/methods
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Summary:Objectives  The aim of curriculum reform in medical education is to improve students' clinical and communication skills. However, there are contradicting results regarding the effectiveness of such reforms. Methods  A study of internal medicine students was carried out using a static group design. The experimental group consisted of 77 students participating in 7 sessions of communication training, 7 sessions of skills‐laboratory training and 7 sessions of bedside‐teaching, each lasting 1.5 hours. The control group of 66 students from the traditional curriculum participated in equally as many sessions but was offered only bedside teaching. Students' cognitive and practical skills performance was assessed using Multiple Choice Question (MCQ) testing and an objective structured clinical examination (OSCE), delivered by examiners blind to group membership. Results  The experimental group performed significantly better on the OSCE than did the control group (P 
ISSN:0308-0110
1365-2923
DOI:10.1111/j.1365-2929.2005.02266.x