We want to find (or build by ourselves) a tool for evaluating those skills in the course of medical training, which could even be used via telemedical applications. As a first step, we need an idea of state-of-the-art evaluation processes used by experts.
Hi Michael,
I recieved your message and I found the book attached that might be of some help. Also the article I cite delves into the subject through an application to Turkish students.
All the best,
Laura
https://books.google.es/books?hl=es&lr=&id=413-mWD7aW0C&oi=fnd&pg=PP1&dq=anamnesis+and+diagnose+skills+of+your+students%3F&ots=tzdexJP5rx&sig=z-kyFZGD24dcnP5QjJ0SnEWmPGk#v=onepage&q&f=false
The following article is useful to have a method to evaluate and grade the anamnesis and diagnose skills of the students entitled:" Integration of an Objective Structured Clinical Examination (OSCE) into the Dental Preliminary Exams" by Anja Ratzmann et. al.
Abstract:
Introduction: In the pre-clinical phase of the study of dentistry at the University of Greifswald, the course “Early Patient Contact (EPC)” is conducted within the framework of Community Medicine/Dentistry. The course is based on three pillars: the patient visiting program, special problem-oriented seminars, and communication training for doctors. The essential goal consists of providing students with real patient contact right at the beginning of their study of dentistry, thus making the study of dentistry patient-based very early on. Students are trained in taking comprehensive anamneses and recording clinical findings.
Methods: Within the framework of the dental preliminary exams, the course is evaluated using an OSCE on a standardized patient. Furthermore, the added value of an additional training unit (conducting anamnesis and clinical examination) in preparation for the OSCE was evaluated. The exam results of a group without training (control group) were compared with those of a group with training (intervention group).
Results: The intervention group performed significantly better than the control on the following items: the total number of points achieved on the OSCE early patient contact, and in the most important points of the anamnesis and clinical examination. In addition, the intervention group tended to score higher in terms of the item “oral health status”.
Conclusion: The present study showed a positive effect of an additional training unit on students’ performance in the OSCE. Taking the limitations of the study and the results of a literature review into account, we recommend conducting such training as preparation for the OSCE. See the article at the link:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3296098/
My knowledge of this subject is little. However, in chemistry we have analysis, identification, and tests on properties of materials. We usually give each student an unknown to identify so s/he will go into a series of systematic steps to identify the unknown. The student is evaluated by a scale: exact, very close, close, far, far away. For each scale, there is "agreed upon" mark out of 10.
In sport and physical education we create a rubric model that student should simulated optimally.
In mathematics one does not need any special measurement methods. The ONE
is obviously clear!
Dear Abedallah, really your attached article is very helpful. I agree with you.
Thank you Michael for sharing this important question.
You may find this article useful
https://wiki.usask.ca/download/attachments/44564505/Woods.2007+Bio-Med+knowledge.Med+Ed.pdf
Medical students need to learn how to utilize their abilities to synthesize a picture on each patient when it comes to formulating a diagnosis, which requires building on knowledge that has already been gained.
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