1Office of Medical Education, University of New South Wales, Sydney, Australia
2Centre for Medical and Health Sciences Education, University of Auckland, Auckland, New Zealand
© 2019, Korea Health Personnel Licensing Examination Institute
This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Authors’ contributions
Conceptualization: BS, ST. Data curation: BS, ST. Formal analysis: BS. Funding acquisition: none. Methodology: BS, ST. Project administration: ST. Visualization: MH, ST. Writing–original draft: ST, BS. Writing–review & editing: ST, MH, BS.
Conflict of interest
Boaz Shulruf has been an associate editor of the Journal of Educational Evaluation for Health Professions since 2017, but had no role in the decision to publish this review. No other potential conflict of interest relevant to this article was reported.
Funding
None.
Assess the student's ability to: | Mark–circle one grade for each | |||
---|---|---|---|---|
1. Initiate and end the consultation: greet patient, introduce self, outline agenda, seek permission to proceed, thank the patient, and offer help with repositioning, dressing, etc. | F | P- | P | P+ |
Fail | Borderline | Pass | Exceptional | |
2. Listen attentively, engage patient, and maintain respect: allow patient to use his or her own words without premature interruption, use open and closed questions, reflect important feelings, pick up verbal and non-verbal cues, display sensitivity to patient’s needs, respect boundaries, and gain patient’s trust | F | P- | P | P+ |
Fail | Borderline | Pass | Exceptional | |
3. Elicit a relevant clinical history: establish reason for presentation, course and nature of symptoms; summarise patient’s symptoms to check understanding | F | P- | P | P+ |
Fail | Borderline | Pass | Exceptional | |
4. Elicit a psychosocial history: ask patient about relevant family, social support, cultural, lifestyle factors, employment issue, as appropriate | F | P- | P | P+ |
Fail | Borderline | Pass | Exceptional | |
5. Gather relevant past medical and family history: ask about past personal and family history, as well as specific risk factor history where appropriate | F | P- | P | P+ |
Fail | Borderline | Pass | Exceptional | |
6. Communicate with patient and ensure patient comfort when conducting a physical examination/skill: explain to patient what is being done, provide suitable instructions, and ensure the patient’s privacy and comfort | F | P- | P | P+ |
Fail | Borderline | Pass | Exceptional | |
7. Perform technically competent physical examination or skill (1): correct positioning of patient, adept with equipment, competent approach to examination | F | P- | P | P+ |
Fail | Borderline | Pass | Exceptional | |
8. Perform technically competent physical examination or skill (2): correct positioning of patient, adept with equipment, competent approach to examination | F | P- | P | P+ |
Fail | Borderline | Pass | Exceptional | |
9. Summarise case findings: should use medical jargon, identify patient’s key concerns and reason for presenting and summarise relevant history and examination findings | F | P- | P | P+ |
Fail | Borderline | Pass | Exceptional |
Grade | F | P- | P | P+ |
---|---|---|---|---|
Explanation of grade | The student misunderstood the assessment requirements, or failed to address the most important aspects. This grade represents a clear and substantial failure. | Addresses the assessment criteria at a standard that is barely satisfactory for students at that stage of the program. This grade represents a low or conceded pass. | Addresses the assessment criteria at a standard that is satisfactory for students at that stage of the program. One or two aspects may not be well done, but the standard is still considered to be satisfactory and this grade covers both pass and credit performances | Addresses the assessment criteria at a standard that exceeds what is normally considered satisfactory for students at that stage of the program—high distinction. |
Variable | Year | No. of participants | Mean± standard deviation | SE | Significance | Mean difference | t-value | SE difference | 95% Confidence interval | Cohen's d |
---|---|---|---|---|---|---|---|---|---|---|
Age (yr) | 2014 | 182 | 19.87±0.74 | 0.055 | 0.204 | 0.14 | -1.363 | 0.103 | -0.342 to 0.062 | 0.19 |
2016 | 148 | 20.01±1.12 | 0.092 | |||||||
Undergraduate Medicine and Health Sciences | 2014 | 182 | 64.39±7.19 | 0.533 | 0.014 | -1.78 | 2.481 | 0.715 | 0.368 to 3.183 | -0.25 |
Admission Test | 2016 | 148 | 62.61±5.80 | 0.477 | ||||||
Australian Tertiary Admission Rank | 2014 | 182 | 99.15±1.51 | 0.112 | 0.059 | -0.37 | 1.895 | 0.197 | -0.014 to 0.759 | -0.25 |
2016 | 148 | 98.78±1.96 | 0.161 | |||||||
Interview | 2014 | 182 | 87.01±9.72 | 0.720 | 0.713 | 0.41 | -0.368 | 1.107 | -2.585 to 1.770 | 0.04 |
2016 | 148 | 87.42±10.34 | 0.850 | |||||||
Generic Comm | 2014 | 182 | 73.85±4.61 | 0.342 | 0.001 | 1.69 | -3.394 | 0.498 | -2.669 to -0.710 | 0.37 |
2016 | 148 | 75.54±4.35 | 0.358 | |||||||
Clinical Comm | 2014 | 182 | 72.53±4.68 | 0.347 | <0.0001 | 2.08 | -4.317 | 0.483 | -3.033 to -1.134 | 0.45 |
2016 | 148 | 74.62±3.93 | 0.323 | |||||||
Physical examination/procedural skills | 2014 | 182 | 70.64±5.52 | 0.409 | 0.001 | 1.98 | -3.378 | 0.587 | -3.138 to -0.828 | 0.36 |
2016 | 148 | 72.62±5.03 | 0.413 | |||||||
OSCE total | 2014 | 182 | 72.70±4.26 | 0.316 | <0.0001 | 1.89 | -4.169 | 0.452 | -2.776 to -0.996 | 0.44 |
2016 | 148 | 74.58±3.86 | 0.317 |
Variable | Year | Mean±standard error | 95% Confidence interval | Cohen's d |
---|---|---|---|---|
Generic Comm | 2014 | 73.93±0.328 | 73.28-74.57 | 0.26 |
2016 | 75.45±0.365 | 74.73-76.17 | ||
Clinical Comm | 2014 | 72.57±0.326 | 71.92-73.21 | 0.34 |
2016 | 74.58±0.362 | 73.87-75.29 | ||
Physical examination/procedural skills | 2014 | 70.67±0.395 | 69.89-71.44 | 0.28 |
2016 | 72.64±0.448 | 71.76-73.52 | ||
OSCE total | 2014 | 72.75±0.302 | 72.15-73.34 | 0.32 |
2016 | 74.52±0.336 | 73.86-75.18 |
OSCE, objective structured clinical examination; SE, standard error; Comm, communication.
The covariates appearing in the model were evaluated with the following values: age (yr)=19.93, Undergraduate Medicine and Health Sciences Admission Test=63.61, Australian Tertiary Admission Rank=98.98, and interview=87.23. OSCE, objective structured clinical examination; Comm, communication.