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The practial use of the consensus statement on practical skills in medical school--a validation study.

Blaum WE, Dannenberg KA, Friedrich T, Jarczewski A, Reinsch AK, Ahlers O - GMS Z Med Ausbild (2012)

Bottom Line: By comparing a large and well evaluated range of student tutorials with the consensus statement, one can analyze the practical benefit of the statement, as well as evaluate the tutorial program for completeness.The correlation between the classifications of the two evaluators was moderately significant.After a consensus was reached, the results show that the offered tutorials covered 66% of all learning objectives, as well as 74% of the core objectives.

View Article: PubMed Central - HTML - PubMed

Affiliation: Charité - Universitätsmedizin Berlin, Klinik für Anästhesiologie mit Schwerpunkt operative Intensivmedizin, Berlin, Deutschland. wolf.blaum@charite.de

ABSTRACT

Objective: The importance of the acquisition of practical medical skills during medical school is increasing. With the consensus statement "Practical Skills," developed by the GMA as part of the National Competency-Based Learning Objective Catalogue for Medicine (NKLM), a reference frame was created for the procurement of such skills. This frame consists of 290 learning objectives divided by "organ system," type (core or elective learning objective), current stage of medical education and level of instruction. By comparing a large and well evaluated range of student tutorials with the consensus statement, one can analyze the practical benefit of the statement, as well as evaluate the tutorial program for completeness.

Methods: In the first stage, four evaluators in two groups independently classified all consensus statement's learning objectives by each of the 48 tutorials currently offered. The inter-rater reliability among the evaluators of each group was calculated both collectively, and according to each organ system. In the second stage, disagreements in the classification were resolved through discussion and consensus decision-making. The coverage of the learning objectives by the tutorials, in the required level of instruction, was then analyzed separately by learning objective type and organ system. Reasons for any initial dissent were recorded and grouped thematically.

Results: The correlation between the classifications of the two evaluators was moderately significant. The strength of this correlation, and thus the precision of individual learning goals wording, varied according to organ system. After a consensus was reached, the results show that the offered tutorials covered 66% of all learning objectives, as well as 74% of the core objectives. The degree of coverage differed according to organ system and stage of medical education.

Conclusion: The consensus statement is suitable to systematically analyze and develop teaching units. The comparison with established curricula also offers possibilities for further development of the consensus statement, and therefore also of the NKLM.

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Related in: MedlinePlus

Number of classifications and consistency of the ratings in relation to organ system. *Determined via Spearman’s Correlation; **Significance level of p<0.01.
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T2: Number of classifications and consistency of the ratings in relation to organ system. *Determined via Spearman’s Correlation; **Significance level of p<0.01.

Mentions: The congruence between tutors varied in relation to organ system, and the intensity of this correlation was in some cases substantial: the highest congruence rate was reached in the 192 classifications of the “Psyche” organ system (r=1.0), and the lowest in the 624 classifications of the “Urinary/Sexual” organ system (r=0.2). Table 2 (Tab. 2) shows the number of classifications and the consistency of the ratings for each organ system. As seen in Table 2 (Tab. 2), the level of congruence is independent from the number of learning objectives, and thus also the number of classifications, per organ system.


The practial use of the consensus statement on practical skills in medical school--a validation study.

Blaum WE, Dannenberg KA, Friedrich T, Jarczewski A, Reinsch AK, Ahlers O - GMS Z Med Ausbild (2012)

Number of classifications and consistency of the ratings in relation to organ system. *Determined via Spearman’s Correlation; **Significance level of p<0.01.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC3420120&req=5

T2: Number of classifications and consistency of the ratings in relation to organ system. *Determined via Spearman’s Correlation; **Significance level of p<0.01.
Mentions: The congruence between tutors varied in relation to organ system, and the intensity of this correlation was in some cases substantial: the highest congruence rate was reached in the 192 classifications of the “Psyche” organ system (r=1.0), and the lowest in the 624 classifications of the “Urinary/Sexual” organ system (r=0.2). Table 2 (Tab. 2) shows the number of classifications and the consistency of the ratings for each organ system. As seen in Table 2 (Tab. 2), the level of congruence is independent from the number of learning objectives, and thus also the number of classifications, per organ system.

Bottom Line: By comparing a large and well evaluated range of student tutorials with the consensus statement, one can analyze the practical benefit of the statement, as well as evaluate the tutorial program for completeness.The correlation between the classifications of the two evaluators was moderately significant.After a consensus was reached, the results show that the offered tutorials covered 66% of all learning objectives, as well as 74% of the core objectives.

View Article: PubMed Central - HTML - PubMed

Affiliation: Charité - Universitätsmedizin Berlin, Klinik für Anästhesiologie mit Schwerpunkt operative Intensivmedizin, Berlin, Deutschland. wolf.blaum@charite.de

ABSTRACT

Objective: The importance of the acquisition of practical medical skills during medical school is increasing. With the consensus statement "Practical Skills," developed by the GMA as part of the National Competency-Based Learning Objective Catalogue for Medicine (NKLM), a reference frame was created for the procurement of such skills. This frame consists of 290 learning objectives divided by "organ system," type (core or elective learning objective), current stage of medical education and level of instruction. By comparing a large and well evaluated range of student tutorials with the consensus statement, one can analyze the practical benefit of the statement, as well as evaluate the tutorial program for completeness.

Methods: In the first stage, four evaluators in two groups independently classified all consensus statement's learning objectives by each of the 48 tutorials currently offered. The inter-rater reliability among the evaluators of each group was calculated both collectively, and according to each organ system. In the second stage, disagreements in the classification were resolved through discussion and consensus decision-making. The coverage of the learning objectives by the tutorials, in the required level of instruction, was then analyzed separately by learning objective type and organ system. Reasons for any initial dissent were recorded and grouped thematically.

Results: The correlation between the classifications of the two evaluators was moderately significant. The strength of this correlation, and thus the precision of individual learning goals wording, varied according to organ system. After a consensus was reached, the results show that the offered tutorials covered 66% of all learning objectives, as well as 74% of the core objectives. The degree of coverage differed according to organ system and stage of medical education.

Conclusion: The consensus statement is suitable to systematically analyze and develop teaching units. The comparison with established curricula also offers possibilities for further development of the consensus statement, and therefore also of the NKLM.

Show MeSH
Related in: MedlinePlus