Teaching foundational physical examination skills: Study results comparing lay teaching associates and physician instructors

被引:20
作者
Barley, Gwyn E.
Fisher, Jennifer
Dwinnell, Brian
White, Kelly
机构
[1] Univ Colorado, Ctr Advancing Prof Excellence, Denver, CO 80202 USA
[2] Sch Med, Ctr Hlth Sci, Aurora, CO 80045 USA
关键词
D O I
10.1097/00001888-200610001-00024
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Background The purpose of this pilot study was to determine differences in the physical exam skills of first-year medical students learning physical exam exclusively from standardized physical examination teaching associates (SPETAs) or physician faculty. Method In all, 144 first-year medical students were randomized to receive SPETA or physician-led physical examination instruction. Students participated in an OSCE assessment immediately following the end of the curriculum block. Results SPETA-trained students performed equivalently to physician faculty trained students across all stations with a mean of 82.9% versus 81.2% (p =.226). Students taught by SPETAs performed significantly better on the abdominal OSCE with a mean score of 88.8%, while physician faculty taught students had a mean score of 85.4% (p =.03). Conclusion Findings from this study suggest that SPETAs can effectively teach foundational physical examination skills to medical students at a similar and sometimes better performance level as physician faculty.
引用
收藏
页码:S95 / S97
页数:3
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