Problem Representation and Diagnostic Accuracy during an OSCE

Autor/inn/en	Valentine, Jake; Tackett, Sean; Bord, Sharon; Zink, Korie; Botta, Julian; Jung, Julianna
Titel	Problem Representation and Diagnostic Accuracy during an OSCE
Quelle	In: Advances in Health Sciences Education, 27 (2022) 4, S.1021-1031 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-022-10126-6
Schlagwörter	Clinical Diagnosis; Medical Education; Cognitive Processes; Difficulty Level; Problem Solving; Accuracy; Tests; Medical Students; Scores; Prompting + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Problemlösen; Examination; Prüfung; Examen; Benutzerführung
Abstract	Purpose: The National Academy of Medicine has called for "identifying opportunities to improve the diagnostic process". We studied the association between problem representation and diagnostic accuracy during an objective structured clinical exam (OSCE). Materials and methods: We conducted a non-randomized controlled trial during a ten-case OSCE. We measured whether a summary statement prompt increased the likelihood that the student listed the correct diagnosis and whether better summary statements were correlated with diagnostic accuracy. Results: 114 students provided 1135 responses. The non-prompted control group yielded 631 responses, listing the correct diagnosis first 73% of the time and within the top three slots 85% of the time. The intervention group exposed to the prompt yielded 453 responses listing the correct diagnosis first 72% of the time (P = 0.617) and within the top three slots 84% of the time (P = 0.760). Summary statements were scored on a 0, 0.5, or 1 rubric. When grouped according to summary statement score, students listed the correct diagnosis first 74%, 70%, and 72% of the time respectively (P = 0.666). The correct diagnosis was included within the top three slots 88%, 82%, and 83% of the time (P = 0.238). Conclusions: Prompting students to form a summary statement did not improve diagnostic accuracy. Better summary statements were not correlated with diagnostic accuracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01