Evaluation of student's performance on biopsychosocial model-Three-stage assessment using e-learning platform in a distant education program in family medicine.

IF 1.1 Q4 PRIMARY HEALTH CARE
Hemavathi Dasappa, T A Lakshmi, Farah Naaz Fathima, Elizabeth Reji, J Hudson, M Kiran
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Abstract

Introduction: The three-stage assessment, which includes clinical, individual, and contextual assessment, is a person-centred clinical method (biopsychosocial model). This method can help students and clinicians to assess biopsychosocial factors of the patient in a systematic way.

Aim and objective of the study: To assess student performance of 'three-stage assessment-patient centred care method' using a rubric among students enrolled for fellowship in family medicine program.

Methodology: It is a cross-sectional interventional study done at St John's Medical College after obtaining ethical clearance among the students of the fellowship in family medicine program batch 2023-24 and 2024-25, a total of 80 students.

Results: Overall assessment mean is 19.3263 (maximum score is 26) and SD is 3.5157. The mean for the clinical assessment (6.9236, SD 1.1465) is better than individual (5.8333, SD 1.5151) and contextual assessment (6.3819, SD 1.7492). The mean score for the management plan is 12 and SD is 2.2966 (maximum score is 16).

Conclusion: Student's performance of clinical assessment is better than individual and contextual (psychosocial) assessment and management. Overall performance of students on three-stage assessment is poor.

基于生物-心理-社会模型的家庭医学远程教育学生绩效评价——基于网络学习平台的三阶段评价。
三阶段评估,包括临床、个体和情境评估,是一种以人为中心的临床方法(生物心理社会模型)。这种方法可以帮助学生和临床医生系统地评估患者的生物心理社会因素。本研究的目的和目的:以家庭医学项目的学生为对象,采用评分法评估学生在“三阶段评估-以病人为中心的护理方法”中的表现。方法:这是一项横断面介入研究,在圣约翰医学院获得伦理许可后,在家庭医学奖学金项目2023-24批次和2024-25批次共80名学生中进行。结果:综合评价均值为19.3263分(最高分26分),SD为3.5157分。临床评价的平均值(6.9236,SD 1.1465)优于个体评价(5.8333,SD 1.5151)和情境评价(6.3819,SD 1.7492)。管理方案的平均得分为12分,SD为2.2966分(最高得分为16分)。结论:学生临床评估的表现优于个体和情境(社会心理)评估和管理。学生在三阶段评估中的整体表现较差。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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7.10%
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884
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