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Medical students' assessment of pediatric patients - teaching and evaluation using video cases.

Malon M, Cortes D, Greisen GO - BMC Med Educ (2014)

Bottom Line: The students' mean total Rubric score in spring 2012 (7.0) was significantly higher (p<0.001, 95% CI 1.34-3.20) than autumn 2011 (4.7).Single domains scores increased significantly for general assessment (1.30 versus 0.57) (p<0.002, 95% CI 0.45-1.18), recognition of principal symptoms (1.38 versus 0.81) (p<0.008, 95% CI 0.22-0.91), appropriate diagnosis (2.28 versus 1.78) (p<0.002, 95% CI 0.16-0.82) and consistency between observed symptoms and diagnosis (1.94 versus 1.57) (p=0.0482, 95% CI 0.00-0.79).Students improved in evaluating pediatric patients presented as video cases after the introduction of the program.

View Article: PubMed Central - PubMed

ABSTRACT

Background: We introduced video-based teaching in pediatrics. We evaluated the impact of a pediatric video program on student performance in assessing pediatric patients presented as video cases. The program consisted of a library of pediatric videos, and inclusion of these in the teaching and examination for pediatric medicine.

Methods: Medical students on a pediatric clerkship at the University of Copenhagen assessed eight short pediatric video cases during autumn 2011 and spring 2012. Two independent observers evaluated a subset of records in a pilot study. A blind evaluation was made of the written records of 37 students before, and 58 students after, the introduction of the program using a Rubric score with four domains.

Results: The intraobserver interclass correlation coefficient was 0.94 and the interobserver interclass correlation was 0.71(n=25). The students' mean total Rubric score in spring 2012 (7.0) was significantly higher (p<0.001, 95% CI 1.34-3.20) than autumn 2011 (4.7). Cohen's d was 1.1 (95% CI 0.6-1.7). Single domains scores increased significantly for general assessment (1.30 versus 0.57) (p<0.002, 95% CI 0.45-1.18), recognition of principal symptoms (1.38 versus 0.81) (p<0.008, 95% CI 0.22-0.91), appropriate diagnosis (2.28 versus 1.78) (p<0.002, 95% CI 0.16-0.82) and consistency between observed symptoms and diagnosis (1.94 versus 1.57) (p=0.0482, 95% CI 0.00-0.79).

Conclusions: Students improved in evaluating pediatric patients presented as video cases after the introduction of the program. The impact on real-life situations remains to be established.

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Time line for video case teaching program and study interventions. The study period was the autumn semester 2011 and spring semester 2012. In the first and second rotations in the autumn semester 2011, 25 students were randomly chosen for the pilot study. Students in the third rotation in the autumn semester 2011 and in the whole of the spring semester 2012 participated in the study. Using the Rubric score, records were scored blindly.
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Fig1: Time line for video case teaching program and study interventions. The study period was the autumn semester 2011 and spring semester 2012. In the first and second rotations in the autumn semester 2011, 25 students were randomly chosen for the pilot study. Students in the third rotation in the autumn semester 2011 and in the whole of the spring semester 2012 participated in the study. Using the Rubric score, records were scored blindly.

Mentions: To evaluate the effect of the video case teaching program on student performance in assessing pediatric patients presented as a video case, the records of students from the third rotation in the autumn semester 2011 and spring semester 2012 were Rubric-scored blindly by MM (FigureĀ 1). Students were matched for geographic location for attending the pediatric clerkship. Students attended the testing day were also included. Students who had not completed all eight video cases, for example because they were late, were excluded.Figure 1


Medical students' assessment of pediatric patients - teaching and evaluation using video cases.

Malon M, Cortes D, Greisen GO - BMC Med Educ (2014)

Time line for video case teaching program and study interventions. The study period was the autumn semester 2011 and spring semester 2012. In the first and second rotations in the autumn semester 2011, 25 students were randomly chosen for the pilot study. Students in the third rotation in the autumn semester 2011 and in the whole of the spring semester 2012 participated in the study. Using the Rubric score, records were scored blindly.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4233092&req=5

Fig1: Time line for video case teaching program and study interventions. The study period was the autumn semester 2011 and spring semester 2012. In the first and second rotations in the autumn semester 2011, 25 students were randomly chosen for the pilot study. Students in the third rotation in the autumn semester 2011 and in the whole of the spring semester 2012 participated in the study. Using the Rubric score, records were scored blindly.
Mentions: To evaluate the effect of the video case teaching program on student performance in assessing pediatric patients presented as a video case, the records of students from the third rotation in the autumn semester 2011 and spring semester 2012 were Rubric-scored blindly by MM (FigureĀ 1). Students were matched for geographic location for attending the pediatric clerkship. Students attended the testing day were also included. Students who had not completed all eight video cases, for example because they were late, were excluded.Figure 1

Bottom Line: The students' mean total Rubric score in spring 2012 (7.0) was significantly higher (p<0.001, 95% CI 1.34-3.20) than autumn 2011 (4.7).Single domains scores increased significantly for general assessment (1.30 versus 0.57) (p<0.002, 95% CI 0.45-1.18), recognition of principal symptoms (1.38 versus 0.81) (p<0.008, 95% CI 0.22-0.91), appropriate diagnosis (2.28 versus 1.78) (p<0.002, 95% CI 0.16-0.82) and consistency between observed symptoms and diagnosis (1.94 versus 1.57) (p=0.0482, 95% CI 0.00-0.79).Students improved in evaluating pediatric patients presented as video cases after the introduction of the program.

View Article: PubMed Central - PubMed

ABSTRACT

Background: We introduced video-based teaching in pediatrics. We evaluated the impact of a pediatric video program on student performance in assessing pediatric patients presented as video cases. The program consisted of a library of pediatric videos, and inclusion of these in the teaching and examination for pediatric medicine.

Methods: Medical students on a pediatric clerkship at the University of Copenhagen assessed eight short pediatric video cases during autumn 2011 and spring 2012. Two independent observers evaluated a subset of records in a pilot study. A blind evaluation was made of the written records of 37 students before, and 58 students after, the introduction of the program using a Rubric score with four domains.

Results: The intraobserver interclass correlation coefficient was 0.94 and the interobserver interclass correlation was 0.71(n=25). The students' mean total Rubric score in spring 2012 (7.0) was significantly higher (p<0.001, 95% CI 1.34-3.20) than autumn 2011 (4.7). Cohen's d was 1.1 (95% CI 0.6-1.7). Single domains scores increased significantly for general assessment (1.30 versus 0.57) (p<0.002, 95% CI 0.45-1.18), recognition of principal symptoms (1.38 versus 0.81) (p<0.008, 95% CI 0.22-0.91), appropriate diagnosis (2.28 versus 1.78) (p<0.002, 95% CI 0.16-0.82) and consistency between observed symptoms and diagnosis (1.94 versus 1.57) (p=0.0482, 95% CI 0.00-0.79).

Conclusions: Students improved in evaluating pediatric patients presented as video cases after the introduction of the program. The impact on real-life situations remains to be established.

Show MeSH