دومين جلسه ژورنال کلاب گروه آموزش پزشکي - 29 مهرماه 1396
306123.mp3
دومين جلسه ژورنال کلاب گروه آموزش پزشکي - 29 مهرماه 1396
دومين جلسه ژورنال کلاب نيمسال تحصيلي 97-96 مورخ 96/07/29 ساعت 8 الي 9:45 صبح توسط جناب آقاي دکتر حميدرضا کوهستاني و جناب آقاي مهدي قصابي تحت عنوان " Group observed structured encounter (GOSCE) for third-year medical students improves self-assessment of clinical communication" در سالن خانلقي برگزار خواهد شد؛ از دانشجويان مقاطع کارشناسي ارشد و دکتري جهت شرکت دعوت بعمل مي آيد.
Medical Teacher
Group observed structured encounter (GOSCE) for third-year medical students improves self-assessment of clinical communication
Allison B. Ludwig, Amanda C. Raff, Juan Lin & Ellie Schoenbaum
Department of Medicine, Albert Einstein College of Medicine, Bronx, NY, USA;
Department of Epidemiology and Population Health,
Albert Einstein College of Medicine, Bronx, NY, USA
ABSTRACT
Objectives: This study assesses the effectiveness of a GOSCE in teaching medical students clinical communication, as well as group collaboration and peer feedback.
Methods: The GOSCE was administered during the Internal Medicine clerkship. Groups consisted of 4–6 students and one faculty member. Students completed pre- and post-GOSCE surveys to assess confidence in clinical communication and a GOSCE evaluation to rate the overall experience. Pre- and post-GOSCE program survey scores were compared, and the mean score and standard deviation of the GOSCE evaluation was calculated.
Results: Students perceived improvement in their general (Mean 4.49–4.57, p <.0001), case-specific (3.61–3.84, p <.0001) and group clinical communication (3.75–4.09, p <.0001) skills. Students agreed or strongly agreed that the GOSCE taught them something new (91.20%), made them more comfortable in giving (64.31%) and receiving (66.57%) feedback and working with a group (64.22%). Students found the GOSCE to be as effective as an OSCE (70.97%).
Conclusions: A GOSCE is a valuable resource for use in formative assessment of clinical communication, and it offers the benefit of group collaboration and peer feedback. These findings support the broader use of GOSCEs in undergraduate medical education.
Allison B. Ludwig, Amanda C. Raff, Juan Lin & Ellie Schoenbaum
Department of Medicine, Albert Einstein College of Medicine, Bronx, NY, USA;
Department of Epidemiology and Population Health,
Albert Einstein College of Medicine, Bronx, NY, USA
ABSTRACT
Objectives: This study assesses the effectiveness of a GOSCE in teaching medical students clinical communication, as well as group collaboration and peer feedback.
Methods: The GOSCE was administered during the Internal Medicine clerkship. Groups consisted of 4–6 students and one faculty member. Students completed pre- and post-GOSCE surveys to assess confidence in clinical communication and a GOSCE evaluation to rate the overall experience. Pre- and post-GOSCE program survey scores were compared, and the mean score and standard deviation of the GOSCE evaluation was calculated.
Results: Students perceived improvement in their general (Mean 4.49–4.57, p <.0001), case-specific (3.61–3.84, p <.0001) and group clinical communication (3.75–4.09, p <.0001) skills. Students agreed or strongly agreed that the GOSCE taught them something new (91.20%), made them more comfortable in giving (64.31%) and receiving (66.57%) feedback and working with a group (64.22%). Students found the GOSCE to be as effective as an OSCE (70.97%).
Conclusions: A GOSCE is a valuable resource for use in formative assessment of clinical communication, and it offers the benefit of group collaboration and peer feedback. These findings support the broader use of GOSCEs in undergraduate medical education.
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