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Related Experiment Video

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Binocular Dynamic Visual Acuity in Eyeglass-Corrected Myopic Patients
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Medical Students' Progress in Detecting and Interpreting Visual and Auditory Clinical Findings.

Heeyoung Han1, Reed Williams2, Susan Hingle3

  • 1Department of Medicine Education, Southern Illinois University School of Medicine, Springfield, Illinois, USA.

Teaching and Learning in Medicine
|April 14, 2020
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Summary

Medical students

Keywords:
Visual and auditory clinical findingsclinical skillsprogress test

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Area of Science:

  • Medical Education
  • Clinical Skills Development
  • Diagnostic Abilities

Background:

  • Core clinical performance abilities for medical students include detecting visual and auditory clinical findings.
  • Current medical curricula lack systematic approaches to teaching and assessing these crucial skills.
  • Understanding the developmental trajectory of these skills is limited.

Purpose of the Study:

  • To investigate the progression and development of medical students' visual and auditory clinical findings skills over four years of undergraduate medical education.
  • To provide insights for curriculum refinement to enhance diagnostic abilities.
  • To identify areas for improvement in medical training.

Main Methods:

  • A computer-based progress examination was developed to longitudinally measure skill development.
  • The exam included detection and description of ECG, x-ray, heart sounds, breath sounds, skin lesions, and movement findings.
  • Data were collected annually from 2014, including from the Class of 2017 prior to graduation; validity and reliability were assessed.

Main Results:

  • Student skills in detecting and interpreting visual and auditory findings improved annually until the fourth year.
  • No significant performance gains were observed between incoming and graduating fourth-year students.
  • Performance did not become more homogeneous, with bottom-quartile graduating students performing similarly to top-quartile first-year students.

Conclusions:

  • The current medical curriculum appears ineffective in elevating all students' performance in detecting and interpreting clinical findings.
  • Longitudinal assessment provides valuable insights into the impact of training programs on skill acquisition.
  • Further research and curriculum development are needed to systematically improve these essential diagnostic skills in medical education.