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Errors occurring during blood pressure monitoring01:25

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Related Experiment Video

Updated: Mar 15, 2026

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Proficiency in identifying, managing and communicating medical errors: feasibility and validity study assessing two

Abd Moain Abu Dabrh1,2, Mohammad Hassan Murad3,4, Richard D Newcomb3

  • 1Division of Preventive, Occupational, and Aerospace Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN, 55905, USA. AbuDabrh.AbdMoain@mayo.edu.

BMC Medical Education
|September 4, 2016
PubMed
Summary

A new Objective Standardized Clinical Examination (OSCE) effectively assesses medical professionalism and communication skills in trainees. This tool, using a medication error scenario, provides reliable evaluation and identifies areas for further training, such as electronic medical record (EMR) use.

Keywords:
ACGMECommunication skillsCore competenciesMedical errorsMedical trainingProfessionalism

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Area of Science:

  • Medical Education
  • Healthcare Professionalism
  • Clinical Skills Assessment

Background:

  • Evaluating communication skills and professionalism in graduate medical education presents significant challenges.
  • A novel instrument was developed to address the need for reliable assessment of these critical competencies.

Purpose of the Study:

  • To develop, test, and validate a new instrument for evaluating communication skills and professionalism.
  • To assess the feasibility, acceptability, and reliability of an Objective Standardized Clinical Examination (OSCE) for competency evaluation.

Main Methods:

  • An OSCE was designed using a medication error scenario.
  • The assessment instrument focused on distinct domains: context, communication, error management, empathy, electronic medical record (EMR) and electronic medical information resource (EMIR) use, and global rating.
  • Faculty and standardized patients (SPs) evaluated 56 trainees.

Main Results:

  • Substantial inter-rater reliability was found between faculty (Fleiss k=0.71) and excellent intraclass correlation (ICC=0.80).
  • Agreement between faculty and SPs was lower (Fleiss k=0.36), with good overall instrument conformity (ICC=0.74).
  • 75% of trainees performed satisfactorily or higher across all domains; 60% requested EMR use training due to lack of feedback.

Conclusions:

  • An OSCE utilizing a medical error scenario is a viable instrument for assessing professionalism, communication, EMR use, and medical error management.
  • The findings support the use of OSCEs for comprehensive competency assessment in graduate medical education.