Pamela Dull1, Danell J Haines. 1. Department of Family Medicine, Ohio State University, Columbus 43201, USA. dull-1@medctr.osu.edu
Abstract
BACKGROUND AND OBJECTIVES: Teaching physical examination (PE) skills is a fundamental component of medical education. However, there is little information available about how medical school faculty teach PE skills. This study surveyed PE course directors to determine how they presently teach PE skills, the methods that are perceived to be the best, and how standardized patients (SPs) are recruited and paid. METHODS: A written survey was mailed to PE course directors at US allopathic and osteopathic medical schools. RESULTS: PE course directors at 83 (58%) schools responded. Results indicate that the top three methods presently used for teaching (demonstration on an SP, practice on an SP, and practice on patients) and those perceived to be the best methods are the same but in different rank order. A significant difference was observed in the overall mean scores of the present methods versus the best methods in 8 of the 10 teaching methods; thus, instructors are not always using the best methods to teach PE. There were also differences in methods used to teach "sensitive areas" (ie, genital or breast exam). CONCLUSIONS: The highest-ranked methods for teaching PE are demonstrations and practice with SPs and practice on real patients. However, PE instructors are not always using the teaching methods they deem best.
BACKGROUND AND OBJECTIVES: Teaching physical examination (PE) skills is a fundamental component of medical education. However, there is little information available about how medical school faculty teach PE skills. This study surveyed PE course directors to determine how they presently teach PE skills, the methods that are perceived to be the best, and how standardized patients (SPs) are recruited and paid. METHODS: A written survey was mailed to PE course directors at US allopathic and osteopathic medical schools. RESULTS: PE course directors at 83 (58%) schools responded. Results indicate that the top three methods presently used for teaching (demonstration on an SP, practice on an SP, and practice on patients) and those perceived to be the best methods are the same but in different rank order. A significant difference was observed in the overall mean scores of the present methods versus the best methods in 8 of the 10 teaching methods; thus, instructors are not always using the best methods to teach PE. There were also differences in methods used to teach "sensitive areas" (ie, genital or breast exam). CONCLUSIONS: The highest-ranked methods for teaching PE are demonstrations and practice with SPs and practice on real patients. However, PE instructors are not always using the teaching methods they deem best.
Authors: Christoph Nikendei; Katja Diefenbacher; Nadja Köhl-Hackert; Heike Lauber; Julia Huber; Anne Herrmann-Werner; Wolfgang Herzog; Jobst-Hendrik Schultz; Jana Jünger; Markus Krautter Journal: BMC Med Educ Date: 2015-02-01 Impact factor: 2.463
Authors: Markus Krautter; Katja Diefenbacher; Jobst-Hendrik Schultz; Imad Maatouk; Anne Herrmann-Werner; Nadja Koehl-Hackert; Wolfgang Herzog; Christoph Nikendei Journal: PLoS One Date: 2017-07-10 Impact factor: 3.240
Authors: C Nikendei; P Ganschow; J B Groener; S Huwendiek; A Köchel; N Köhl-Hackert; R Pjontek; J Rodrian; F Scheibe; A-K Stadler; T Steiner; J Stiepak; J Tabatabai; A Utz; M Kadmon Journal: GMS J Med Educ Date: 2016-08-15
Authors: Helen M Shields; Nielsen Q Fernandez-Becker; Sarah N Flier; Byron P Vaughn; Melissa H Tukey; Stephen R Pelletier; Douglas A Horst Journal: Adv Med Educ Pract Date: 2017-11-01