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Related Concept Videos

Assessment of the Cardiovascular System II: Inspection01:29

Assessment of the Cardiovascular System II: Inspection

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Inspection is the initial step in assessing the cardiovascular system. It involves a detailed visual examination that provides crucial information about a patient's circulatory and cardiac health. This systematic process, conducted from head to toe, helps identify signs of cardiovascular conditions by observing physical appearance, skin and mucous membranes, jugular and carotid pulsations, chest symmetry, and the condition of the extremities.
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Data Collection III01:05

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The physical assessment examines the patient for objective data that defines the patient's condition, and aids in formulating the nursing care plan. The purpose of physical assessment is a health status appraisal, which includes identifying health problems, and establishing a database for nursing intervention.
The principles to begin the physical assessment include conducting a comprehensive or problem-related history in a quiet, well-lit room, emphasizing privacy and comfort for the...
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Assessment of the Mouth01:26

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A thorough mouth assessment, including inspection and palpation of the lips, gums, tongue, tonsils, uvula, and pharynx, is crucial in detecting potential health issues. Diseases ranging from oral cancer to systemic conditions like diabetes could be identified early through careful oral examination. This article provides a detailed guide on conducting a comprehensive mouth assessment.
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Enzyme-Linked Immunosorbent Assay01:33

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In 1971, Peter Perlman and Eva Engvall developed an Enzyme-linked immunosorbent assay (ELISA or EIA). ELISA differs from western blot in that the assays are conducted in microtiter plates or in vivo rather than on an absorbent membrane.
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Assessment of the Cardiovascular System III: Palpation01:27

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Palpation involves feeling the body to evaluate texture, size, consistency, and tenderness for assessing cardiovascular health. The following steps are organized in a head-to-toe order:
Jugular Venous Pressure (JVP) Measurement
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Urine Studies I: Urinalysis01:29

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Urinalysis is a widely used diagnostic test that analyzes urine's physical, chemical, and microscopic characteristics. Healthcare providers use it to detect and monitor various health conditions, including renal disease, urinary tract infections (UTIs), diabetes, and metabolic or systemic disorders.Components of UrinalysisUrinalysis consists of three primary components: physical, chemical, and microscopic examination. Each provides unique insights into the urine sample and, by extension, the...
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Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies
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Assessment for learning with Objectively Structured Practical Examination in Biochemistry.

Shivani Jaswal1, Jugesh Chattwal2, Jasbinder Kaur1

  • 1Department of Biochemistry, Government Medical College and Hospital, Chandigarh, India.

International Journal of Applied & Basic Medical Research
|September 18, 2015
PubMed
Summary

Objectively Structured Practical Examination (OSPE) significantly improved student scores and satisfaction compared to Traditional Practical Examination (TPE). This structured approach enhances learning and student engagement in medical education.

Keywords:
AssessmentObjectively Structured Practical ExaminationTraditional Practical Examination

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Area of Science:

  • Medical Education
  • Assessment Methodologies
  • Biochemistry Practical Skills

Background:

  • Traditional Practical Examination (TPE) in medical colleges faces challenges in standardization and uniformity.
  • Objectively Structured Practical Examination (OSPE) offers a standardized alternative to TPE.
  • Further exploration of OSPE's impact and perception is needed.

Purpose of the Study:

  • Implement OSPE for biochemistry practical skills assessment in first-year MBBS students.
  • Evaluate student and faculty perspectives on the OSPE modality.

Main Methods:

  • OSPE was introduced as a formative assessment tool for 94 first-year MBBS students.
  • Students were assessed using both OSPE and TPE, with crossover design.
  • Statistical analysis (Bland-Altman, t-test) and questionnaires were used to compare performance and gather feedback.

Main Results:

  • OSPE resulted in significantly higher student mean scores compared to TPE (P < 0.0001).
  • A greater number of students achieved >70% marks with OSPE.
  • Both students and faculty positively endorsed OSPE, indicating high satisfaction.

Conclusions:

  • A structured assessment approach, like OSPE, is essential for medical education.
  • Implementing OSPE can optimize student learning, satisfaction, and tailor teaching-learning processes.
  • OSPE promotes a more effective and equitable assessment of practical skills.