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How do faculty evaluate students' case presentations?

D L Elliot1, D H Hickam

  • 1Division of Health Promotion and Sports Medicine, Oregon Health Sciences University, Portland, USA. elliotd@ohsu.edu

Teaching and Learning in Medicine
|January 1, 1997
PubMed
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Faculty assess student case presentations based on content and communication style. Key factors include history of present illness, economy, fluency, and precision of language for effective feedback.

Area of Science:

  • Medical Education
  • Clinical Communication Skills
  • Healthcare Professional Assessment

Background:

  • Case presentations are a common medical education activity.
  • Faculty assessment criteria for case presentations are not well-defined.
  • Understanding these criteria is crucial for improving student feedback.

Purpose of the Study:

  • To identify the specific dimensions faculty use when evaluating student case presentations.
  • To determine the relationship between assessed dimensions and overall student performance.

Main Methods:

  • Eleven internal medicine faculty members rated 17 videotaped student case presentations.
  • An evaluation form with content and communication style descriptors was used.
  • Correlation analyses examined associations between descriptors and overall scores.

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Main Results:

  • Faculty application of rating criteria showed variability.
  • Four dimensions significantly correlated with overall scores (p < .01).
  • These included "history of present illness" and communication skills: "economy," "fluency," and "precision of language."

Conclusions:

  • Faculty evaluations integrate both content (history of present illness) and communication style.
  • Identified dimensions can guide teaching and feedback for case presentation skills.
  • This research provides a framework for more objective and informative assessment.