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How do novices learn physical examination skills? A systematic review of the literature.
Danielson, Aaron R; Venugopal, Sandhya; Mefford, Jason M; Clarke, Samuel O.
Afiliación
  • Danielson AR; a Department of Emergency Medicine , University of California at Davis , Sacramento , CA , USA.
  • Venugopal S; b Division of Cardiovascular Medicine , University of California at Davis , Sacramento , CA , USA.
  • Mefford JM; c Department of Emergency Medicine , Kaiser Permanente , Santa Clara , CA , USA.
  • Clarke SO; a Department of Emergency Medicine , University of California at Davis , Sacramento , CA , USA.
Med Educ Online ; 24(1): 1608142, 2019 Dec.
Article en En | MEDLINE | ID: mdl-31032719
ABSTRACT

BACKGROUND:

Physical Examination (PE) skills are vital for patient care, and many medical students receive their first introduction to them in their pre-clinical years. A substantial amount of curriculum time is devoted to teaching these skills in most schools. Little is known about the best way to introduce PE skills to novice learners.

OBJECTIVE:

Our objective was to conduct a systematic review of how medical students are first taught PE skills and the evidence supporting these strategies.

DESIGN:

We searched ERIC, SCOPUS, MEDLINE, PubMed and EMBASE for descriptions of complete PE curricula for novice learners. Inclusion criteria were (1) English language; (2) subjects were enrolled in medical school and were in the preclinical portion of their training; (3) description of a method to teach physical examination skills for the first time; (4) description of the study population; (5) Description of a complete PE curriculum. We used the Medical Education Research Study Quality Instrument (MERSQI) score to evaluate the quality of evidence provided.

RESULTS:

Our search returned 5,418 articles; 32 articles met our inclusion criteria. Two main types of curricula were reported comprehensive 'head-to-toe' PE curricula (18%) and organ system-based curricula (41%). No studies compared these directly, and only two evaluated trainees' clinical performance. The rest of the articles described interventions used across curricula (41%). Median MERSQI score was 10.1 Interquartile range 8.1-12.4. We found evidence for the use of non-faculty teaching associates, technology-enhanced PE education, and the addition of clinical exposure to formal PE teaching.

CONCLUSIONS:

The current literature on teaching PE is focused on describing innovations to head-to-toe and organ system-based curricula rather than their relative effectiveness, and is further limited by its reliance on short-term outcomes. The optimal strategy for novice PE instruction remains unknown.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Examen Físico / Educación Médica Tipo de estudio: Systematic_reviews Límite: Humans Idioma: En Revista: Med Educ Online Asunto de la revista: EDUCACAO Año: 2019 Tipo del documento: Article País de afiliación: Estados Unidos

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Examen Físico / Educación Médica Tipo de estudio: Systematic_reviews Límite: Humans Idioma: En Revista: Med Educ Online Asunto de la revista: EDUCACAO Año: 2019 Tipo del documento: Article País de afiliación: Estados Unidos