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Related Experiment Videos

Clinical skills assessment.

M H Kelly1, L M Campbell, T S Murray

  • 1Department of Postgraduate Medical Education, Glasgow.

The British Journal of General Practice : the Journal of the Royal College of General Practitioners
|November 24, 1999
PubMed
Summary
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General practice registrars’ trainer reports may not accurately reflect clinical skills. A skills workshop revealed significant discrepancies, questioning the trainer

Area of Science:

  • Medical Education
  • General Practice Training
  • Clinical Skills Assessment

Background:

  • Vocational training for UK General Practice (GP) registrars mandates a four-part assessment procedure since September 1996.
  • The trainer's report is a key component of this assessment, evaluating registrar competence.

Purpose of the Study:

  • To evaluate the accuracy of the trainer's report in reflecting the actual clinical skills of GP registrars.
  • To identify potential discrepancies between reported competence and demonstrated practical skills.

Main Methods:

  • A practical skills workshop with eight stations was developed based on trainer's report minimum standards.
  • Twenty-nine GP registrars participated, undertaking tasks assessing practical skills and diagnostic interpretations.

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  • A follow-up questionnaire assessed participant feedback on the workshop's realism.

    • Main Results:

    • Only one registrar passed all eight stations in the skills workshop.
    • Most registrars struggled with interpreting clinical findings and specific procedures like vaginal examinations.
    • A significant gap was observed between trainer report assessments and demonstrated clinical competence.

    Conclusions:

    • The trainer's report may not be a valid or reliable tool for identifying skills deficiencies in GP registrars.
    • Discrepancies suggest that clinical skills assumed to be taught and assessed at undergraduate or hospital levels may be lacking.
    • Further investigation is needed into the appropriate use of trainer reports and their role in summative assessment.