Integrating Formative and Summative Clinical Skills Examinations to Promote Learning for Early Medical Students: A...

Area of Science:

• Medical Education
• Clinical Skills Development
• Learner-Centered Pedagogy

Background:

• Medical educators strive to cultivate high-quality clinical skills and lifelong learning in students.
• Formative clinical skills examinations (FCSE) provide real-time, learner-centered feedback crucial for developing expertise in early learners.

Purpose of the Study:

• To assess the impact of integrating FCSE with learner-centered, real-time feedback and coaching, utilizing a Plan-Do-Study-Act (PDSA) cycle, on early medical students' experience and performance.

Main Methods:

• A mixed-methods study involving first- and second-year medical students.
• FCSE included standardized patient encounters, hypothesis-driven physical exams, and immediate faculty feedback and coaching.
• Students reflected on performance, identified improvement areas, re-practiced skills, and planned ongoing practice. Communication and clinical reasoning were compared to historical controls.

Main Results:

• Students reported FCSE improved the learning environment and exam preparation.
• Learners valued practice opportunities and real-time feedback, applying insights to subsequent assessments.
• No significant impact on student longitudinal performance was observed.

Conclusions:

• Despite being labor-intensive, FCSE with real-time feedback and coaching effectively promote learning.
• Integration of FCSE early in medical school curricula is recommended for enhancing clinical skills development.