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Related Experiment Videos

Do you know your students' basic clinical skills exposure?

Scott A Engum1

  • 1Indiana University School of Medicine, Department of Surgery, Division of Pediatric Surgery, J.W. Riley Hospital for Children, 702 Barnhill Dr.,Suite 2500, Indianapolis, IN 46202, USA. sengum@iupui.edu

American Journal of Surgery
|July 30, 2003
PubMed
Summary

Junior medical students had significant gaps in basic clinical skills (BCS) exposure, despite using personal digital assistants (PDAs) to log encounters. This highlights a need to enhance medical education curriculum for essential skill development.

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Area of Science:

  • Medical Education
  • Clinical Skills Assessment
  • Health Informatics

Background:

  • Undergraduate medical education is evolving with defined basic clinical skills (BCS) requirements.
  • Objective data on student experiences with BCS is limited.
  • This study investigated BCS encounters among junior medical students.

Purpose of the Study:

  • To determine the frequency and types of basic clinical skills (BCS) encounters for junior medical students.
  • To identify potential gaps in BCS exposure within the medical curriculum.
  • To evaluate the utility of personal digital assistants (PDAs) for tracking clinical skill acquisition.

Main Methods:

  • A core curriculum of 52 basic clinical skills (BCS) was defined.
  • An electronic BCS database was created using HanDBase software on PDAs.

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  • 25 third-year medical students logged their BCS encounters over 9 months.

    • Main Results:

    • A total of 1,115 BCS encounters were logged by students.
    • All students mastered only 10 out of 52 core BCS.
    • Fewer than 50% of students encountered very common skills, indicating significant exposure gaps.

    Conclusions:

    • Personal digital assistants (PDAs) proved effective for convenient data collection and electronic transfer.
    • Significant deficiencies in basic clinical skills (BCS) exposure were identified across the curriculum.
    • PDA-based mentor sign-off facilitates timely feedback and potential for formal assessment and curriculum enhancement.