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EFFECTIVENESS OF A STANDARD TEACHING PROGRAMME FOR MEDICAL STUDENTS ACROSS MULTIPLE CLINICAL TEACHING SITES
Author(s) -
Wheeler B. R.,
Yu T.C.,
Wright M.,
Hill A. G.
Publication year - 2009
Publication title -
anz journal of surgery
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.426
H-Index - 70
eISSN - 1445-2197
pISSN - 1445-1433
DOI - 10.1111/j.1445-2197.2009.04917_30.x
Subject(s) - objective structured clinical examination , formative assessment , medicine , cronbach's alpha , medical education , variance (accounting) , reliability (semiconductor) , psychology , clinical psychology , mathematics education , psychometrics , power (physics) , physics , accounting , quantum mechanics , business
Surgical teaching for clinical medical students is often undertaken across multiple clinical campuses. There are concerns heterogeneity of clinical experience may result in heterogeneity of learning outcome achievements. To avoid this, we have utilised standardised learning materials and tutorials across four hospital campuses. Methods: Using a feedback questionnaire, clinical experience from assigned hospitals was collected, including a question on influence of clinical experience on future career choice. This was analysed for inter‐hospital differences. Clinical experience was also assessed by analysis of individual student portfolios. Students were administered a centralised standardised formative Objective Structured Clinical Examination (OSCE) during rotations. We analysed OSCE results from 2005 to 2008 for internal reliability and correlation with final written examination grades on a hospital‐by‐hospital basis. Results: Analysis of student feedback results and portfolios identified inter‐hospital differences in clinical experience. Students indicated that clinical experiences had influence on decision to pursue future surgical careers. The OSCE had a good level of internal reliability (Cronbach's‐alpha 0.62–0.75). No significant inter‐hospital difference in OSCE results was found using one‐way analysis of variance. OSCE results had strong correlations with final examination grades. Conclusions: Heterogeneity of clinical experience across different teaching settings does not translate into heterogeneity in achievement of learning outcomes when teaching materials are standardised. Consistent with previous published data, undergraduate clinical experience may influence future career choices.