ABSTRACT Background: The accuracy of standardized patients (SPs) as recorders is an ongoing conce... more ABSTRACT Background: The accuracy of standardized patients (SPs) as recorders is an ongoing concern in medical education. Consistent feedback from an expert observer during a clinical examination might enhance the SPs' accuracy in completing checklists. Purpose: To determine the frequency of feedback necessary to maximize SP checklist accuracy. Method: Student checklists were completed after each encounter by the SPs. Varying levels of feedback were given to SPs by their trainers. To determine checklist accuracy level, multiple reviewers developed an answer key for each student encounter studied. Two hundred ninety-eight encounters were examined for agreement among 6,566 checklist items. Results: Random feedback resulted in significantly higher levels of SP accuracy than no feedback. There was no significant difference between random and constant feedback. Conclusions: This study suggests that random feedback given to SPs is sufficient to enhance SP checklist accuracy and should be part of implementation protocols in all required clinical performance examinations.
Journal of ultrasound in medicine : official journal of the American Institute of Ultrasound in Medicine, 2015
Increasing emphasis has been placed on point-of-care ultrasound in medical school. The overall ef... more Increasing emphasis has been placed on point-of-care ultrasound in medical school. The overall effects of ultrasound curriculum implementation on the traditional physical examination skills of medical students are still unknown. We studied the effects on the Objective Standardized Clinical Examination (OSCE) scores of year 1 medical students before and after ultrasound curriculum implementation. An ultrasound curriculum was incorporated into the physical diagnosis course for year 1 medical students in the 2012-2013 academic year. We performed a prospective observational study comparing traditional OSCE scores of year 1 medical students exposed to the ultrasound curriculum (post-ultrasound) versus historic year 1 medical student controls (pre-ultrasound) with no ultrasound exposure. Questionnaire data were also obtained from year 1 medical students and physical diagnosis faculty to assess attitudes toward ultrasound implementation. The final overall OSCE scores were graded with a 5-p...
Background The frequency and nature of standardised patient (SP) recording errors during clinical... more Background The frequency and nature of standardised patient (SP) recording errors during clinical performance examinations (CPX) have an effect on case scores and ultimately on pass ⁄ fail decisions. Purpose To determine the effect of SP recording errors on case scores. Methods Standardised patients completed checklists immediately after each encounter. To determine checklist accuracy, multiple reviewers developed a checklist key for each student encounter studied. The total errors, the net errors, the errors of commission and omission and error rates by competency skill were analysed. Results The frequency of errors in history taking was greater than in physical examination, and the majority of errors were made in the students' favour. Summing the errors of commission and omission decreased the effect of total errors on student scores. Conclusions High levels of SP recording accuracy are achievable. When errors occur, the net effect is usually in the students' favour.
Background: The accuracy of standardized patients (SPs) as recorders is an ongoingconcern in medi... more Background: The accuracy of standardized patients (SPs) as recorders is an ongoingconcern in medical education. Consistent feedback from an expert observer during a clinical examination might enhance the SPs’ accuracy in completing checklists. Purpose: To determine the frequency of feedback necessary to maximize SP checklist accuracy. Method: Student checklists were completed after each encounter by the SPs. Varying levels of feedbackwere given to SPs by their trainers. To determine checklist accuracy level,multiple reviewers developed an answer key for each student encounter studied. Two hundred ninety-eight encounters were examined for agreement among 6,566 checklist items. Results: Random feedback resulted in significantly higher levels of SP accuracy than no feedback. There was no significant difference between random and constant feedback. Conclusions: This study suggests that random feedback given to SPs is sufficient to enhance SP checklist accuracy and should be part of implementation protocols in all required clinical performance examinations. Teaching and Learning in Medicine, 11(3), 148–152
ABSTRACT Background: The accuracy of standardized patients (SPs) as recorders is an ongoing conce... more ABSTRACT Background: The accuracy of standardized patients (SPs) as recorders is an ongoing concern in medical education. Consistent feedback from an expert observer during a clinical examination might enhance the SPs' accuracy in completing checklists. Purpose: To determine the frequency of feedback necessary to maximize SP checklist accuracy. Method: Student checklists were completed after each encounter by the SPs. Varying levels of feedback were given to SPs by their trainers. To determine checklist accuracy level, multiple reviewers developed an answer key for each student encounter studied. Two hundred ninety-eight encounters were examined for agreement among 6,566 checklist items. Results: Random feedback resulted in significantly higher levels of SP accuracy than no feedback. There was no significant difference between random and constant feedback. Conclusions: This study suggests that random feedback given to SPs is sufficient to enhance SP checklist accuracy and should be part of implementation protocols in all required clinical performance examinations.
Journal of ultrasound in medicine : official journal of the American Institute of Ultrasound in Medicine, 2015
Increasing emphasis has been placed on point-of-care ultrasound in medical school. The overall ef... more Increasing emphasis has been placed on point-of-care ultrasound in medical school. The overall effects of ultrasound curriculum implementation on the traditional physical examination skills of medical students are still unknown. We studied the effects on the Objective Standardized Clinical Examination (OSCE) scores of year 1 medical students before and after ultrasound curriculum implementation. An ultrasound curriculum was incorporated into the physical diagnosis course for year 1 medical students in the 2012-2013 academic year. We performed a prospective observational study comparing traditional OSCE scores of year 1 medical students exposed to the ultrasound curriculum (post-ultrasound) versus historic year 1 medical student controls (pre-ultrasound) with no ultrasound exposure. Questionnaire data were also obtained from year 1 medical students and physical diagnosis faculty to assess attitudes toward ultrasound implementation. The final overall OSCE scores were graded with a 5-p...
Background The frequency and nature of standardised patient (SP) recording errors during clinical... more Background The frequency and nature of standardised patient (SP) recording errors during clinical performance examinations (CPX) have an effect on case scores and ultimately on pass ⁄ fail decisions. Purpose To determine the effect of SP recording errors on case scores. Methods Standardised patients completed checklists immediately after each encounter. To determine checklist accuracy, multiple reviewers developed a checklist key for each student encounter studied. The total errors, the net errors, the errors of commission and omission and error rates by competency skill were analysed. Results The frequency of errors in history taking was greater than in physical examination, and the majority of errors were made in the students' favour. Summing the errors of commission and omission decreased the effect of total errors on student scores. Conclusions High levels of SP recording accuracy are achievable. When errors occur, the net effect is usually in the students' favour.
Background: The accuracy of standardized patients (SPs) as recorders is an ongoingconcern in medi... more Background: The accuracy of standardized patients (SPs) as recorders is an ongoingconcern in medical education. Consistent feedback from an expert observer during a clinical examination might enhance the SPs’ accuracy in completing checklists. Purpose: To determine the frequency of feedback necessary to maximize SP checklist accuracy. Method: Student checklists were completed after each encounter by the SPs. Varying levels of feedbackwere given to SPs by their trainers. To determine checklist accuracy level,multiple reviewers developed an answer key for each student encounter studied. Two hundred ninety-eight encounters were examined for agreement among 6,566 checklist items. Results: Random feedback resulted in significantly higher levels of SP accuracy than no feedback. There was no significant difference between random and constant feedback. Conclusions: This study suggests that random feedback given to SPs is sufficient to enhance SP checklist accuracy and should be part of implementation protocols in all required clinical performance examinations. Teaching and Learning in Medicine, 11(3), 148–152
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Papers by Rebekah Bartos
Purpose: To determine the frequency of feedback necessary to maximize SP checklist accuracy.
Method: Student checklists were completed after each encounter by the SPs. Varying levels of feedbackwere given to SPs by their trainers. To determine checklist accuracy level,multiple reviewers developed an answer key for each student encounter studied. Two hundred ninety-eight encounters were examined for agreement among 6,566
checklist items.
Results: Random feedback resulted in significantly higher levels of SP accuracy than no feedback. There was no significant difference between random and constant feedback.
Conclusions: This study suggests that random feedback given to SPs is sufficient to enhance SP checklist accuracy and should be part of implementation protocols in all required clinical performance examinations.
Teaching and Learning in Medicine, 11(3), 148–152
Purpose: To determine the frequency of feedback necessary to maximize SP checklist accuracy.
Method: Student checklists were completed after each encounter by the SPs. Varying levels of feedbackwere given to SPs by their trainers. To determine checklist accuracy level,multiple reviewers developed an answer key for each student encounter studied. Two hundred ninety-eight encounters were examined for agreement among 6,566
checklist items.
Results: Random feedback resulted in significantly higher levels of SP accuracy than no feedback. There was no significant difference between random and constant feedback.
Conclusions: This study suggests that random feedback given to SPs is sufficient to enhance SP checklist accuracy and should be part of implementation protocols in all required clinical performance examinations.
Teaching and Learning in Medicine, 11(3), 148–152