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Auteur Noreen Anwar
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Ajouter le résultat dans votre panier Affiner la rechercheDifferences in faculty and standardized patient scores on professionalism for second-year podiatric medical students during a standardized simulated patient encounter / Noreen Anwar in Journal of the American Podiatric Medical Association, vol. 108, 2 (Mars-avril 2018)
[article]
in Journal of the American Podiatric Medical Association > vol. 108, 2 (Mars-avril 2018) . - p. 145-150
Titre : Differences in faculty and standardized patient scores on professionalism for second-year podiatric medical students during a standardized simulated patient encounter Type de document : article de périodique Auteurs : Noreen Anwar ; [et al.] Année de publication : 2018 Article en page(s) : p. 145-150 Langues : Anglais (eng) Descripteurs (mots clés) : [Thésaurus Mesh]Enseignement
[Thésaurus Mesh]Évaluation des acquis scolaires
[Thésaurus Mesh]PodologieMots-clés : teaching podiatry educational measurement Résumé : Background: This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter.
Methods: Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool.
Results: Significant differences were identified in the professionalism domains of “build a relationship” (P = .008), “gather information” (P = .001), and share information (P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the “gather information” subdomains; however, the difference in scores was significant only in the “question appropriately” (P = .001) and “listen and clarify” (P = .003) subdomains.
Conclusions: This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.Permalink : https://bibliotheque.helb-prigogine.be/opac_css/index.php?lvl=notice_display&id= [article]Exemplaires
Cote Support Localisation Section Disponibilité J Périodique Erasme - périodiques Périodiques Disponible Relationship between faculty and standardized patient assessment scores of podiatric medical students during a standardized performance assessement laboratory / James M. Mahoney in Journal of the American Podiatric Medical Association, vol.106, 2 (Mars-avril 2016)
[article]
in Journal of the American Podiatric Medical Association > vol.106, 2 (Mars-avril 2016) . - 116-120
Titre : Relationship between faculty and standardized patient assessment scores of podiatric medical students during a standardized performance assessement laboratory Type de document : article de périodique Auteurs : James M. Mahoney, Auteur ; Vassilios Vardaxis, Auteur ; Noreen Anwar, Auteur Année de publication : 2016 Article en page(s) : 116-120 Langues : Anglais (eng) Descripteurs (mots clés) : [Thésaurus HELB]:Paramédical:laboratoire clinique
[Thésaurus Mesh]Biométrie
[Thésaurus Mesh]Expérimentation humaine
[Thésaurus Mesh]Podologie
[Thésaurus Mesh]Statistiques comme sujetRésumé : Background: Direct assessment of health professional student performance of clinical skills can be accurately performed in the standardized performance assessment laboratory (SPAL), typically by health professional faculty. However, owing to time and economic considerations, nonmedical individuals have been specially trained to perform the same function (standardized patients [SPs]). This study compared the assessment scores of the history and physical examination components of a SPAL designed for second-year podiatric medical students at Des Moines University (DMU) by a podiatry medical faculty member and SPs.
Methods: A total of 101 students from the classes of 2015 and 2016 were evaluated in 2013 and 2014 by 11 to 13 SPs from the DMU SPAL program. The video recordings of these 101 students were then evaluated by one faculty member from the College of Podiatric Medicine and Surgery at DMU.
Results: The Pearson correlation coefficient for each class showed a strong linear relationship between SP and faculty assessment scores. The associations between SP and faculty assessment scores in the history, physical examination, and combined history and physical examination components for the 2016 class (0.706, 0.925, and 0.911, respectively) were found to be stronger than those for the 2015 class (0.697, 0.791, and 0.791, respectively).
Conclusions: This study indicated that there are strong associations between the assessment scores of trained SPs and faculty for the history, physical examination, and combined history and physical examination components of second-year SPAL activity for podiatric medical students.Note de contenu : Article original Permalink : https://bibliotheque.helb-prigogine.be/opac_css/index.php?lvl=notice_display&id= [article]Exemplaires
Cote Support Localisation Section Disponibilité J Périodique Erasme - périodiques Périodiques Disponible