Hajime Kasai1,2, Shoichi Ito1,3,4, Hiroshi Tajima2, Yukiko Takahashi2, Yoriko Sakurai2, Naoko Kawata2, Harutoshi Sugiyama5, Mayumi Asahina1,3,4, Ikuko Sakai4, Koichiro Tatsumi2. 1. Health Professional Development Center, Chiba University Hospital, Chiba, Japan. 2. Department of Respirology, Graduate School of Medicine, Chiba University, Chiba, Japan. 3. Department of Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan. 4. Interprofessional Education Research Center, Graduate School of Nursing, Chiba University, Chiba, Japan. 5. Department of Gastroenterology, Chiba University Graduate School of Medicine, Chiba, Japan.
Abstract
Background: Role-play (RP) and peer review (PR) are occasionally used in training and evaluating communication skills in clinical clerkship (CC). Thus, we evaluated the effect of combining RP and PR during student-oriented CC rounds. Methods: Clerkship students conducted medical interviews with and performed physical examinations on their patients, which were reviewed by five peer students who observed their performance while role-playing as senior physicians or patients' families. The peer reviewers then provided feedback to the students. The performance of the students was evaluated based on a mini-clinical evaluation exercise (Mini-CEX) and a professionalism mini-evaluation exercise (P-MEX) before and after the rounds by two attending physicians. After the CC, the students responded to questionnaires about the rounds. Results: Seventy-five students completed the rounds, and the duration of each round was 41.7 ± 7.1 min. Their communication skills and professionalism abilities on Mini-CEX and P-MEX showed significant improvement after the rounds. Improvements in medical interviewing and physical examinations were also noted. Additionally, the students recognized the importance of multiple viewpoints in patient care through experiences of the rounds.Conclusions: Combining RP and PR with CC rounds improves the students' clinical performance and professionalism and promotes their awareness of the importance of multiple viewpoints in patient care.
Background: Role-play (RP) and peer review (PR) are occasionally used in training and evaluating communication skills in clinical clerkship (CC). Thus, we evaluated the effect of combining RP and PR during student-oriented CC rounds. Methods: Clerkship students conducted medical interviews with and performed physical examinations on their patients, which were reviewed by five peer students who observed their performance while role-playing as senior physicians or patients' families. The peer reviewers then provided feedback to the students. The performance of the students was evaluated based on a mini-clinical evaluation exercise (Mini-CEX) and a professionalism mini-evaluation exercise (P-MEX) before and after the rounds by two attending physicians. After the CC, the students responded to questionnaires about the rounds. Results: Seventy-five students completed the rounds, and the duration of each round was 41.7 ± 7.1 min. Their communication skills and professionalism abilities on Mini-CEX and P-MEX showed significant improvement after the rounds. Improvements in medical interviewing and physical examinations were also noted. Additionally, the students recognized the importance of multiple viewpoints in patient care through experiences of the rounds.Conclusions: Combining RP and PR with CC rounds improves the students' clinical performance and professionalism and promotes their awareness of the importance of multiple viewpoints in patient care.
Authors: S Sanges; M-M Farhat; M Assaraf; J Galland; E Rivière; C Roubille; M Lambert; C Yelnik; H Maillard; V Sobanski; G Lefèvre; D Launay; S Morell-Dubois; E Hachulla Journal: Orphanet J Rare Dis Date: 2020-06-23 Impact factor: 4.123