{"title":"影响医学生创伤超声聚焦评估中客观结构化临床检查成绩的因素","authors":"SornsuphaLimchareon SornsuphaLimchareon, PuwichCharoenchue PuwichCharoenchue, JitrapornIntrarak JitrapornIntrarak","doi":"10.5455/JCME.20180723025612","DOIUrl":null,"url":null,"abstract":"Background: Focused assessment with sonography for trauma (FAST) has become an initial evaluation in acute abdominal traumatic patients. Therefore, FAST skill is essential for the physician. Thus ultrasound (US) education is mandated. Nowadays there has been no standardized teaching and evaluation of FAST for undergraduate medical students. Objective: This study aimed to investigate the relationship between FAST scan experience during undergraduate training and the objective structured clinical examination (OSCE) score of the final year medical students that may help to design the methods in teaching FAST at the undergraduate level. Methods: This is a retrospective cohort study. Data including gender and grade point average (GPA) were collected. The FAST scan experience including the time of formal education on FAST scans, both didactic lecture and hands-on training, the number of FAST scans, the number of positive cases, and the level of confidence were surveyed by questionnaires. The students background characteristics were determined by the GPA. The students FAST skills were assessed by OSCE. These data were retrospectively collected and analyzed to establish their relationship with the OSCE score. Results: Forty-five final year medical students participated in this study. Overall, there was no significant relationship among prior FAST scan experience, students background characteristics, and the OSCE scores. There was a positive correlation for the time of lecture (R = 0.45, p = 0.002), the time of practical training (R = 0.47, p = 0.001), the number of FAST scans (R = 0.55, p < 0.001), and the level of confidence. Conclusions: FAST scan experience during an undergraduate training does not seem to affect the FAST examination performance. However, a formal US training and the number of FAST scans do effect on the level of students confidence. OSCE may not be the best tool to evaluate the FAST scan performance.","PeriodicalId":90586,"journal":{"name":"Journal of contemporary medical education","volume":"7 1","pages":"42-46"},"PeriodicalIF":0.0000,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Factors affecting Objective Structured Clinical Examination scores of final year medical students in the evaluation of Focused Assessment with Sonography for Trauma\",\"authors\":\"SornsuphaLimchareon SornsuphaLimchareon, PuwichCharoenchue PuwichCharoenchue, JitrapornIntrarak JitrapornIntrarak\",\"doi\":\"10.5455/JCME.20180723025612\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Background: Focused assessment with sonography for trauma (FAST) has become an initial evaluation in acute abdominal traumatic patients. Therefore, FAST skill is essential for the physician. Thus ultrasound (US) education is mandated. Nowadays there has been no standardized teaching and evaluation of FAST for undergraduate medical students. Objective: This study aimed to investigate the relationship between FAST scan experience during undergraduate training and the objective structured clinical examination (OSCE) score of the final year medical students that may help to design the methods in teaching FAST at the undergraduate level. Methods: This is a retrospective cohort study. Data including gender and grade point average (GPA) were collected. The FAST scan experience including the time of formal education on FAST scans, both didactic lecture and hands-on training, the number of FAST scans, the number of positive cases, and the level of confidence were surveyed by questionnaires. The students background characteristics were determined by the GPA. The students FAST skills were assessed by OSCE. These data were retrospectively collected and analyzed to establish their relationship with the OSCE score. Results: Forty-five final year medical students participated in this study. Overall, there was no significant relationship among prior FAST scan experience, students background characteristics, and the OSCE scores. There was a positive correlation for the time of lecture (R = 0.45, p = 0.002), the time of practical training (R = 0.47, p = 0.001), the number of FAST scans (R = 0.55, p < 0.001), and the level of confidence. Conclusions: FAST scan experience during an undergraduate training does not seem to affect the FAST examination performance. However, a formal US training and the number of FAST scans do effect on the level of students confidence. OSCE may not be the best tool to evaluate the FAST scan performance.\",\"PeriodicalId\":90586,\"journal\":{\"name\":\"Journal of contemporary medical education\",\"volume\":\"7 1\",\"pages\":\"42-46\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of contemporary medical education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5455/JCME.20180723025612\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of contemporary medical education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5455/JCME.20180723025612","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
摘要
背景:创伤超声聚焦评估(FAST)已成为急性腹部创伤患者的初步评估方法。因此,快速技能对医生来说是必不可少的。因此超声(美国)教育是强制性的。目前,医学本科学生的FAST教学和评价还没有标准化。目的:探讨本科培养过程中FAST扫描体验与高年级医学生客观结构化临床检查(OSCE)成绩的关系,为设计本科阶段FAST教学方法提供依据。方法:回顾性队列研究。数据包括性别和平均绩点(GPA)。FAST扫描体验包括FAST扫描的正规教育时间,教学讲座和实践培训,FAST扫描次数,阳性病例数量和信心水平通过问卷调查进行调查。学生的背景特征由GPA决定。学生的FAST技能由欧安组织评估。对这些数据进行回顾性收集和分析,以确定其与欧安组织评分的关系。结果:45名医学生参与本研究。总体而言,先前的FAST扫描经历、学生的背景特征与OSCE分数之间没有显著的关系。授课时间(R = 0.45, p = 0.002)、实践训练时间(R = 0.47, p = 0.001)、FAST扫描次数(R = 0.55, p < 0.001)与置信度呈正相关。结论:大学生训练期间的FAST扫描经历似乎不影响FAST考试成绩。然而,正式的美国训练和FAST扫描的数量确实对学生的信心水平有影响。欧安组织可能不是评估FAST扫描性能的最佳工具。
Factors affecting Objective Structured Clinical Examination scores of final year medical students in the evaluation of Focused Assessment with Sonography for Trauma
Background: Focused assessment with sonography for trauma (FAST) has become an initial evaluation in acute abdominal traumatic patients. Therefore, FAST skill is essential for the physician. Thus ultrasound (US) education is mandated. Nowadays there has been no standardized teaching and evaluation of FAST for undergraduate medical students. Objective: This study aimed to investigate the relationship between FAST scan experience during undergraduate training and the objective structured clinical examination (OSCE) score of the final year medical students that may help to design the methods in teaching FAST at the undergraduate level. Methods: This is a retrospective cohort study. Data including gender and grade point average (GPA) were collected. The FAST scan experience including the time of formal education on FAST scans, both didactic lecture and hands-on training, the number of FAST scans, the number of positive cases, and the level of confidence were surveyed by questionnaires. The students background characteristics were determined by the GPA. The students FAST skills were assessed by OSCE. These data were retrospectively collected and analyzed to establish their relationship with the OSCE score. Results: Forty-five final year medical students participated in this study. Overall, there was no significant relationship among prior FAST scan experience, students background characteristics, and the OSCE scores. There was a positive correlation for the time of lecture (R = 0.45, p = 0.002), the time of practical training (R = 0.47, p = 0.001), the number of FAST scans (R = 0.55, p < 0.001), and the level of confidence. Conclusions: FAST scan experience during an undergraduate training does not seem to affect the FAST examination performance. However, a formal US training and the number of FAST scans do effect on the level of students confidence. OSCE may not be the best tool to evaluate the FAST scan performance.