Implementation of the mini-CEX to evaluate medical students' clinical skills.

OBJECTIVE: The majority of medicine clerkships use faculty and resident summative ratings to assess medical students' clinical skills. Still, many medical students complete training without ever being observed performing a clinical skill. The mini-CEX is method of clinical skills assessment developed by the American Board of Internal Medicine for graduate medical education. The brief, focused encounters are feasible and produce scores with adequate reproducibility if enough observations are made.(1) The mini-CEX has been used in the medicine core clerkship, being performed once to augment feedback by faculty evaluators in the inpatient setting.(2) However, additional study is needed to address at least two feasibility issues if the mini-CEX is to be used as a measurement tool: (1) multiple settings (inpatient and outpatient) and (2) resident-completed evaluations. Our objective was to determine the feasibility of having students receive multiple mini-CEX's in both the inpatient and outpatient settings from resident and faculty evaluators. DESCRIPTION: We introduced the mini-CEX into our nine-week medicine clerkship (six weeks inpatient and three weeks outpatient) in July 2001. The clerkship uses four inpatient clinical sites and 16 outpatient practices. Inpatient faculty rotate on two-week blocks and residents on four-week blocks. At our clerkship orientation, each student (n = 39) received a booklet of ten adapted mini-CEX forms. In the mini-CEX, students are observed conducting a focused history and physical examination and then receive immediate feedback. Students are rated in seven competencies (interviewing, physical examination, professionalism, clinical judgment, counseling, organization, and overall clinical competence) using a nine-point rating scale (1 = unsatisfactory and 9 = superior). Our students were instructed to collect nine evaluations: three from faculty (one every two weeks), three from residents (one every two weeks), and three from their out-patient attendings (one per week). Students and evaluators were asked to rate their satisfaction with the exercise using a nine-point scale (1 = low and 9 = high). Students were asked to turn in their booklets the day of the exam. Prior to implementation, we reviewed the mini-CEX forms and rationale for use with residents and inpatient faculty. Similar information was mailed to outpatient faculty preceptors. DISCUSSION: Booklets were received from 32 students. The mean number of evaluations completed per student was 7.3 (range 2-9), for a total of 232 evaluations. Faculty completed 58% of the evaluations; 68% were from the inpatient setting. The observation and feedback took an average of 21 minutes and 8 minutes, respectively. Satisfaction with the exercise was rated by faculty/residents as 7.2 and by students as 6.8. We believe these findings support the feasibility of collecting multiple mini-CEX assessments from both inpatient and outpatient sites using faculty and resident evaluators. The feasibility of collecting multiple assessments is important if the mini-CEX is to be a reproducible assessment of clinical skills. Having established feasibility, we plan to look at the reproducibility and validity of mini-CEX scores in order to determine if it can be used as a formal means of clinical skills assessment. We also plan to evaluate the impact on the quality and specificity of end-of-clerkship summative ratings.     

Specialty choices of students who actually have choices: the influence of excellent clinical teachers.

PURPOSE: To determine the influence of the quality of attending physicians and residents on the specialty choices of excellent medical students, who actually have a broad choice of specialties. METHOD: In 1993-94 and 1994-95, 169 third-year students at the University of Kentucky College of Medicine were randomly assigned to two one-month rotations on general medicine inpatient wards. At the end of each rotation, the students confidentially evaluated the attending physician and the supervising resident (different for each rotation) with whom they had worked. Data were collected for 62 attending physicians and 89 residents. The authors analyzed the influences of the "best" and "worst" clinical instructors (those rated in the top and the bottom 20% by all students with whom they had worked over the two years) on "excellent" medical students (the 52 students whose USMLE I scores were in the top 30% of their class). RESULTS: Using regression approaches from the general linear model, the authors found that independent predictors of internal medicine residency choice for excellent medical students were exposure to highly rated internal medicine attendings (p = .02) and residents (p = .03). Nine of 29 (30%) of the excellent students who worked with a "best" medicine clinical instructor chose an internal medicine residency, while none of the 23 excellent medical students who did not work with a "best" medicine clinical instructor did so. The authors found no correlation in students' ratings of their pairs of attendings and residents, suggesting that rater bias did not explain the results. CONCLUSION: Better medical students who work with the best internal medicine attending physicians and residents in their internal medicine clerkship are more likely to choose an internal medicine residency.     

When should students learn essential physical examination skills? Views of internal medicine clerkship directors in North America.

PURPOSE: To determine whether any consensus exists among internal medicine clerkship directors regarding when students should acquire proficiency in selected physical examination (PE) skills. METHOD: In 2004, the annual survey of Clerkship Directors in Internal Medicine (CDIM) included a question about the timing of PE-skills proficiency. (CDIM members are from 123 U.S. and Canadian medical schools.) A total of 259 members (123 institutional and 136 individual members) were asked the following question about 39 common physical examination skills, selected using a consensus process among the authors and members of the CDIM Council: "When in the medical school curriculum should medical students acquire proficiency for the following skills?" RESULTS: There were 157 respondents, an overall response rate of 60%. There were 89 (72%) responding institutional members and 68 (50%) responding individual members. Respondents agreed that 31 (80%) of the skills should be learned by the end of the clerkship year. However, considerable variability existed regarding when in the curriculum those skills should be learned: for only 18 of 39 skills was there 80% agreement on skills-learning timing. CDIM members were divided on whether normal examination findings should be learned before or during the clerkships. CONCLUSIONS: Variability existed among CDIM members regarding their expectations for the timing of student physical examination learning in the undergraduate medical curriculum. Creating a common vision among clerkship directors and faculty regarding what neophyte clinicians must learn to do and when they are expected to be able to do it will help to address the issue of physical examination proficiency standards of medical students.     

Positive effects of a clinical performance assessment program

Since 1986, there has been a clinical performance assessment program for fourth-year students at the University of Massachusetts Medical School. Students interact with several standardized patients (SPs) and complete other tasks such as interpretation of electrocardiograms and interpretation of X-rays. Scores are generated both by checklists and rating forms completed by the SPs and by paperwork completed by the students at the end of each encounter. Since 1986, students have been asked how frequently they have been observed by faculty and residents as they interacted with actual patients; the students report that such observations have markedly increased. Since 1989, there has been increased feedback to students by the attending faculty during and following clinical rotations. Although it is difficult to claim cause and effect, it is clear that since the inception of this exercise, the faculty have made a conscious effort to improve students' clinical skills by providing increased observation and feedback.     

Early clinical experience enhances third-year pediatrics clerkship performance.

PURPOSE: To determine whether clinical experiences in the preclinical years improve medical students' performances in a third-year clerkship. METHOD: A cohort study reviewed the pediatrics clerkship performances of 400 Eastern Virginia Medical School students in the graduating classes of 1996 through 1999. The first two classes completed a traditional preclinical curriculum with limited clinical experience. The final two classes participated in a mentorship program that provided 18 months of early clinical experience, consisting of one-on-one half-day sessions every other week with a generalist community faculty. The authors compared the clinical clerkship performances of the groups using clinical skills (CS) scores, history and physical examination (H&P) scores, and scores on the NBME pediatrics shelf examination. They also looked at the mean MCAT and USMLE scores for each group. The authors also looked at the scores within each class, comparing students who completed one of the first two pediatrics clerkship rotations with their classmates who completed clerkships later in the academic year. RESULTS: The students' NBME scores rose significantly (p < .05, r2 = 0.95) over the four-year study, paralleling a significant rise in MCAT scores (p < .03, r2 = 0.73). The CS and H&P scores did not rise. Students who had the traditional preclinical curriculum and who completed their clerkships early in the year had significantly lower CS and H&P scores than did their classmates. In contrast, the scores of students who had the early clinical experiences did not differ significantly according to the timing of their rotation. CONCLUSION: Students who had participated in a mentorship program that provided early clinical experience demonstrated significantly improved clinical skills in the pediatrics clerkship early in the academic year.     

Physician attitudes, opinions, and referral patterns: comparisons of those who have and have not taken an allergy/immunology rotation.

BACKGROUND: Interest in the field of allergy/immunology (A/I) is increasing, yet resident training programs are under pressure to shorten elective rotations such as A/I. It is unclear if there are differences between those who have and have not taken an A/I rotation. OBJECTIVE: To evaluate differences in the attitudes, opinions, and referral patterns between physicians who have and have not taken an A/I rotation. METHODS: An anonymous questionnaire was sent to 375 primary care physicians at one academic medical center. Subjects were separated into 5 cohorts based on specialty and level of training (internal medicine faculty, internal medicine resident, pediatric faculty, pediatric resident, and internal medicine-pediatric resident). RESULTS: Of the participants, 227 (61.0%) completed the survey. Compared with those who had not taken an A/I rotation, those who had taken an A/I rotation were more likely to feel they knew the types of cases seen by an allergist (75.9% vs 33.3%), to feel they knew an adequate amount about A/I (59.3% vs 19.5%), to feel they were exposed to an adequate amount of A/I during residency (64.8% vs 9.8%), to view immunotherapy as effective (70.0% vs 52.3%), and to have referred a patient to an allergist (77.8% vs 46.0%). CONCLUSIONS: There are significant differences in the attitudes, opinions, and referral patterns between physicians who have and have not taken an A/I rotation. Allergic diseases are increasing, yet residency training programs are under pressure to shorten rotations such as A/I to accommodate federally mandated work hour restrictions. The potential for inadequate care of allergic diseases may be an important issue if these trends continue.     

Does General surgery clerkship make a future career in surgery more appealing to medical students?

Background

Medical students'' decreasing interest in surgical careers has raised much concern. This report is to ascertain the influence of surgical clerkship on the perceptions of medical students on prospects of a future career interest in surgery.

Methods

A cross sectional study, involving final year medical students. Information concerning their interest in a surgical career, what they thought of surgery before and after general surgery clerkship was obtained.

Results

A total of 120 medical students participated in the study. The age range was 24 – 36 years (mean 27+2). There were 87 (72.5%) males and 33(27.5%) females.Ten students (8.0%) were interested in surgery before their last surgery clerkship, 18 (15%) Obstetric and Gynaecology, 92(76.6%) others. Those that developed interest in surgery following the clerkship increased to 33 (27.5%) (P<0.001), 34 (28.3%) Obstetric & Gynecology, while other specialties reduced to 53 (44.2%).One hundred and one (84.2%) (M=71, F=30) students believe they had identified a role model or a mentor during the clerkship, either a consultant or a resident. Eighty eight (73.3%) (M=62, F=26) student who liked and loved surgery at the end of the clerkship identified surgical mentors during their time.

Conclusion

General surgical clerkship has influence on future career in surgery among medical students. Focused and effective mentoring by faculty as well as early exposure of students to positive role models should help to reverse negative impressions held by students.     

Medical students' occupational exposures to potentially infectious agents.

PURPOSE: To describe the epidemiology of occupational exposures sustained by third-year medical students at a state university medical school, and identify associated factors that may be modified to decrease exposure risk. METHOD: The cohort consisted of all third-year students after completion of each third-year clerkship rotation. At the end of each clinical rotation (a total of six for each student during the year), questionnaires were distributed to the 119 students. Demographic information, type of exposure, rotation, circumstances, compliance with CDC universal precaution recommendations, and post-exposure prophylaxis (PEP) were assessed. Inferential statistics were used to describe the results. RESULTS: Of a total of 714 questionnaires, 644 (90.2%) were returned. Of the 644, there were 60 reports (9.3%) of one or more exposures to blood or body fluids. The incidence of exposure varied with clerkship: 23 on surgery, 18 on obstetrics-gynecology, eight on outpatient medicine, four on psychiatry, four on pediatrics, and three on internal medicine. Thirty-six (60%) were skin or mucous membrane exposures to blood, body fluid, or respiratory secretions, and 24 (40%) were percutaneous exposure by instrument. Ten (17%) of the exposures resulted in official incident reports and seven accepted PEP recommendations. CONCLUSION: Medical students are often exposed to body fluids during their initial clerkship year, primarily in their surgical rotations. Additional education on these rotations may be useful in reducing exposure risk.     

Shortcomings in the evaluation of students' clinical skills and behaviors in medical school.

The authors review the methods by which U.S. medical schools have evaluated student achievement during the twentieth century, especially for the assessment of noncognitive abilities, including clinical skills and behaviors. With particular reference to the current decade, information collected by the Liaison Committee on Medical Education (LCME) is used to examine the congruence of assessment methods with the rising tide of understanding--and accreditation requirements--that knowledge, competence, and behavioral objectives require different methods of assessment to measure the extent of students' learning in each domain. Amongst 97 medical schools having accreditation surveys between July 1993 and June 1998, only 186 of 751 basic science courses tested students' noncognitive achievements in things such as the preparation for and participation in small-group conferences, the quality of case-based discussion, library research and literature reviews, and research projects, despite staking out scholarship, habits of life-long learning, and reasoned thinking as educational objectives. In the clerkships of these schools, structured and observed assessments of clinical skills--with standardized patients and/or OSCEs--contributed 7.4-23.1% to a student's grade (depending on the clerkship discipline), while the predominant contribution (50-70% across the clerkships) was made by resident and faculty ratings that were based largely on recollections of case presentations and discussions having little relationship to interpersonal skills, rapport with patients, and logical and sequenced history taking and physical examination. On a more optimistic note, the results show that the number of schools using standardized patients in one or more clerkships increased between 1993 and 1998 from 34.1% to 50.4% of the 125 schools in the United States, and the number of schools using standardized patients in comprehensive fourth-year examinations increased from 19.1% to 48% of the total. Despite such progress, this study shows that too many medical schools still fail to employ evaluation methods that specifically assess students' achievement of the skills and behaviors they need to learn to practice medicine. The findings of this article explain why accreditors are paying closer attention to how well schools provide measured assurances that students learn what the faculties set out to teach.     

A Critical Analysis of Clerkship Grading Procedures

Rating of clinical performance and examination scores are employed to establish the final grade of students undertaking the surgical clerkship. This retrospective study was undertaken to determine whether there is a correlation between these two grading procedures in evaluating students. Grades for clinical performance and the scores obtained on the written examination—either intramural (IM) or extramural (EM)—by each student for 20 recent consecutive 12-week surgical clerkship rotations were tabulated and the correlation (regression) coefficients of the two grading systems calculated in each rotation. By means of a questionnaire, grading methods employed in 60 randomly selected US medical school surgical departments were requested (55 responded). Correlation coefficients indicate that there is no statistical correlation between the grades of the clinical performance and the written examination in the majority of rotations (80 percent IM and 70 percent EM).     

Assessing how well three evaluation methods detect deficiencies in medical students' professionalism in two settings of an internal medicine clerkship.

PURPOSE: To compare the performances of three evaluation methods in detecting deficiencies of professionalism among third-year medical students during their ambulatory care and inpatient ward rotations of a core internal medicine clerkship. METHOD: From 1994 to 1997, 18 students at The Uniformed Services University of the Health Sciences failed to satisfactorily complete their core 12-week third-year internal medicine clerkship due to deficiencies in professionalism. Three evaluation methods had been used to assess all students' professionalism during the two rotations of their clerkship: standard checklists, written comments, and comments from formal evaluation sessions. Using qualitative methods and the information obtained by the three evaluation methods, the authors abstracted the record of each student concerning his or her clerkship behavior in terms of the six domains of professionalism used on the standard checklist. A detection index, which is the percentage of all instructors' less-than-acceptable ratings of a student across the six professionalism domains, was calculated for each evaluation method for each of the two clerkship settings. RESULTS: For each evaluation method, deficiencies in professionalism were twice as likely to be identified during the ward rotation as during the ambulatory care rotation (p < .002 for all). Formal evaluation session comments had the highest detection index in both clinical settings. Although the numbers of written and formal evaluation session comments per evaluator and per cited professionalism domain were similar, nearly a fourth of the instructors made identifying comments at the evaluation sessions only. CONCLUSION: In the clerkship studied, deficiencies in professionalism of such magnitude as to require remediation were more likely to be identified in the inpatient than in the ambulatory care setting. Of the three evaluation methods studied, the face-to-face, formal evaluation sessions significantly improved the detection of unprofessional behavior in both clerkship settings. Further efforts at such an interactive evaluation process with ambulatory care clerkship instructors may be essential for improving the identification of unprofessional behavior in that setting.     

Medical students learning the pelvic examination: comparison of outcome in terms of skills between a professional patient and a clinical patient model

OBJECTIVE: To compare two models of learning the pelvic examination (PE) for medical students, with professional patients (PP) or with clinical patients (CP), by measuring perceived distress and learning outcome in terms of skills. METHODS: Prospective longitudinal study. Assessments of self-perceived distress on four occasions at the prospect of performing a PE. Evaluation of the learning session (LS) and clinical clerkship concerning outcome of palpation skills. RESULTS: During the LS, students in the PP model (PP students) received enough guidance from their coaches, were certain they had palpated the uterus and at least one ovary, and were less distressed afterwards compared with students who were instructed using the CP model (CP students). During the clinical clerkship, the PP students performed twice as many PEs as CP students did and had more often confirmed palpating the uterus and an ovary. CONCLUSION: PP students were more skilful in palpating the uterus and ovaries and performed more PEs during the clinical clerkship than did CP students. PRACTICE IMPLICATIONS: Engaging healthy and voluntary women as PPs takes time and effort. It is, however, worthwhile as it increases the confidence of students who perform PEs, makes them more competent, and ultimately improves their skills in performing the examination during their clinical clerkship.     

Learning activities and high-quality teaching: perceptions of third-year IM clerkship students.

PURPOSE: To identify learning activities that students associate with high-quality teaching on a clinical rotation. METHOD: From July to December 2001, data on patient encounters, learning activities, and teaching quality were collected via personal hand-held computers from 82 medical students during a required third-year internal medicine (IM) clerkship at the Medical College of Wisconsin, Milwaukee. Univariate (chi-square test) and multivariate analysis (stepwise multiple logistic regression) were performed to assess the association between learning activities and students' perceptions of teaching quality during this rotation. RESULTS: A total of 1,839 patient encounters were recorded: 62% of these occurred in the inpatient setting and 38% in outpatient clinics. In 80% of all encounters, students reported that they gave an oral case presentation and proposed a plan; they reported receiving high-quality feedback after 64% of these presentations. Univariate analysis demonstrated that the students' perception of high-quality teaching was associated with being on an inpatient rotation, formulating an assessment, proposing a plan, presenting to the attending physician with other members of the team present, giving an oral case presentation, and receiving high-quality feedback (p <.01). Multivariate analysis demonstrated that receiving high-quality feedback (odds ratio [OR] 4.5; 95% CI 3.57-6.25) and proposing a plan (OR 2.3; 95% CI 1.4-3.9) were the two strongest predictors of high, overall teaching quality. CONCLUSION: Receiving high-quality feedback from faculty and proposing a plan were the learning activities most strongly associated with students' perception of high-quality teaching on a required third-year IM clerkship.     

Perceived impact of resident work hour limitations on medical student clerkships: a survey study.

PURPOSE: To assess medical students' perceptions of the impact of recent Accreditation Council for Graduate Medical Education policies limiting resident work hours on students' clerkship experiences, resident teaching, and quality of patient care. METHOD: In May/June 2003 and May/June 2004, an original questionnaire was administered to 252 medical students completing required clinical rotations at two teaching hospitals to assess students' perceptions of endpoints that might be affected by resident work hours limits. Response data were analyzed to determine statistical significance of differences between the two years studied. RESULTS: Questionnaires were completed by 129 students in 2003 (98%) and 112 students in 2004 (93%), for an overall response rate of 96%. A higher proportion of students perceived limits on work hours in 2004 [46 (41%)] than 2003 [36 (28%), p = .03]. Ratings of resident availability and primary resident's interest in teaching improved in 2004. Otherwise, ratings of the interest, skill, and availability of resident teachers and attending physicians remained stable between 2003 and 2004. Students reported spending similar amounts of time in formal teaching sessions and rated feedback similarly between 2003 and 2004. In 2004, fewer students [28 (25%)] reported considering leaving medicine due to long hours in training than in 2003 [49 (38%), p = .04]. No significant differences in the proportion of students reporting suboptimal care were found [44 (34%) in 2003, 34 (35%) in 2004, p = .57]. CONCLUSION: This small, early study suggests that reductions in resident work hours might be implemented without a significant negative impact upon medical students' self-assessed learning experiences, and that limiting resident work hours may even have a positive impact on medical students.     

Enhancing clinical skills education: University of Virginia School of Medicine's Clerkship Clinical Skills Workshop Program.

In 1993, the University of Virginia School of Medicine began a clinical skills workshop program in an effort to improve the preparation of all clerkship students to participate in clinical care. This program involved the teaching of selected basic clinical skills by interested faculty to small groups of third-year medical students. Over the past 14 years, the number of workshops has increased from 11 to 31, and they now involve clerkship faculty from family medicine, internal medicine, and pediatrics. Workshops include a variety of common skills from the communication, physical examination, and clinical test and procedure domains such as pediatric phone triage, shoulder examination, ECG interpretation, and suturing. Workshop sessions allow students to practice skills on each other, with standardized patients, or with models, with the goal of improving competence and confidence in the performance of basic clinical skills. Students receive direct feedback from faculty on their skill performance. The style and content of these workshops are guided by an explicit set of educational criteria.A formal evaluation process ensures that faculty receive regular feedback from student evaluation comments so that adherence to workshop criteria is continuously reinforced. Student evaluations confirm that these workshops meet their skill-learning needs. Preliminary outcome measures suggest that workshop teaching can be linked to student assessment data and may improve students' skill performance. This program represents a work-in-progress toward the goal of providing a more comprehensive and developmental clinical skills curriculum in the school of medicine.     

Medical students' perceptions of their housestaffs' ability to teach physical examination skills.

PURPOSE: To evaluate the amount of time housestaff spent at the bedside on physical examination skills with third-year medical students and whether housestaff enhanced physical examination skills. METHOD: All Albert Einstein College of Medicine students who completed the third-year medicine inpatient clerkship at one of five participating sites evaluated housestaff (interns and residents) with whom they spent at least ten days. The students quantified the amount of time housestaff spent with them at the bedside and used a modified five-point Likert scale to evaluate housestaff's enhancement of students' physical examination skills. Data were analyzed separately for interns, but pooled for residents (years two and three). Differences between groups were tested using Wilcoxon rank-sum and by Mantel-Haenszel chi-square tests. RESULTS: Totals of 191 responses for interns and 166 responses for residents were collected from October 1999 to October 2000. Fifteen (8%) of the intern group and 59 (36%) of the resident group spent no time at the bedside (p <.0001). Students were most satisfied with enhancement of pulmonary, cardiovascular, and gastrointestinal skills and least satisfied with enhancement of ENT, eye, and genitourinary skills (p <.0001). CONCLUSIONS: Interns spent more time with students than did residents. Almost one third of the residents spent no time on physical examination skills with students. Training programs should re-emphasize the importance of housestaff's teaching at the bedside and address areas of deficiency.     

A student-run outreach clinic for rural communities in Appalachia.

East Tennessee State University's Department of Family Medicine (DFM) implements a student-run outreach clinic series that addresses health care needs of communities in the southern Appalachians. Offered during the third-year family medicine clerkship, the clinics link academic family physicians and students with community health care providers. Services vary with each community's needs, but include history taking, physical examinations, patient education, and testing. The planning and implementation that begin with an annual meeting of faculty and community representatives include visits by DFM personnel to the rural communities and orientations of medical students conducted by faculty and community representatives. Students rate this experience highly because it provides them with useful hands-on experience, reasonable autonomy, collaboration with community providers, and understanding the needs of the underserved. Community hosts rate students highly in their respect for patients, sensitivity to confidentiality, and professionalism. Identified weaknesses are attributed to the fact that the outreach clinics were established in response to community needs and did not follow a careful curricular development. There was little attempt to standardize the procedures performed by each student or the amount of direct observation and feedback they received from their preceptors. Changes are underway that will strengthen the educational value of the outreach clinics. Participating students are provided a daylong orientation during which they practice full and focused physical examinations and review common medical problems such as diabetes, hypertension, and depression. Students also now document the patients encountered, their medical problems, and the clinical skills practiced.     

Clerkship timing and disparity in performance of racial-ethnic minorities in the medicine clerkship

PURPOSE: To determine the effect of the timing of the medicine clerkship on academic performance in different racial-ethnic student groups. METHOD: Performance was measured by the average assessment of clinical preceptors, an OSCE (objective structured clinical examination), and the NBME (National Board of Medical Examiners) medicine subject examination. Outcomes were analyzed by student racial-ethnicity and clerkship sequence. RESULTS: Of the 650 students who took the clerkship over four years, 6.9% were African American, 34.6% were Asian-Pacific Islander, 9.1% were Hispanic and 49.4% were white. African American and Hispanic students were in the earliest clerkship sequence 46.7% and 30.5% of the time, respectively, compared to 20% of Asian-Pacific Islanders and 27.4% of white students. Academic performance improved with time and varied among the racial-ethnic groups. All groups achieved higher scores in the NBME medicine examination later in the year but scores of African American and Hispanic students increased to a greater degree than other students. CONCLUSION: Sometimes, a "few points" on the NBME medicine examination can affect students' final grades and alter their attractiveness to competitive residency training programs. All students, but African American and Hispanic students, in particular, can significantly improve their scores in the NBME medicine examination by taking the clerkship later in the year. Students should be counseled regarding the timing effect and methods to neutralize the disparity should be considered.     

Third-year medical students' perceptions of effective teaching behaviors in a multidisciplinary ambulatory clerkship.

PURPOSE: The authors sought third-year medical students' perceptions of ambulatory preceptors' teaching effectiveness across primary care disciplines. METHODS: Third-year students at the University of Pittsburgh School of Medicine spent three-week rotations each in ambulatory internal medicine, pediatrics, family medicine, and an elective. After the 12-week clerkship, students anonymously evaluated the full-time and volunteer preceptors using a five-point Likert-type evaluation (1 = hardly at all; 5 = to a great degree) that had eight items addressing preceptor teaching behaviors, six items on attaining clerkship goals and an assessment of overall teaching effectiveness, the outcome variable of interest. RESULTS: The authors analyzed 276 evaluation forms (58% response rate) collected from July 2001 to June 2002. They found a mean effectiveness rating of 4.4 (SD.9) and no differences between genders, specialties, and faculty appointment types (p >.2 for each). The 14 items were associated with teaching effectiveness in univariate analysis (p <.01 for each). In multivariate analyses, effectiveness was associated with four preceptor behaviors: inspired confidence in medical skills, explained decisions, treated students with respect, and provided a role model (R(2) =.33). Effectiveness was associated with three items about attaining clerkship goals: allowed opportunity for improving clinical skills, practiced ethical medicine, and encouraged evidence-based medicine (R(2) =.20). CONCLUSIONS: Several teaching behaviors and measures of attaining clerkship goals influenced students' perceptions of teaching effectiveness. Involving students in a humanistic but rigorous approach to medicine and being a physician students wanted to emulate seem particularly important. These aspects appear potentially amenable to faculty development efforts.