Early Clinical Experience in a Year One Medical Neuroscience Course Enhances Students’ Performance

Early Clinical Experience in a Year One Medical Neuroscience Course Enhances Students’ Performance Background Students’ perceptions of the effectiveness of their interaction with patients is known to be correlated with their performance in the clinical rotations. Whether such an experience is correlated with the academic performance in a year one neuroscience course is not clear. Methods Year one medical students were allowed to interact in small groups with patients suffering from neurological diseases. The small group sessions were followed by a large group debriefing session to discuss their experience following the patient interaction. Students were administered two structured surveys, a pre-test and a post-test, to evaluate their pre-session expecta- tions and post-session satisfaction with their interaction with patients. The post-test survey results were correlated by objective with formative and summative examination scores. Results There was a positive correlation between students’ perceptions of the effectiveness of their interaction with patients and 2 2 their performance on the formative examination (R = 0.315). The correlation was higher and significant (R =0.774) between students’ interaction with patients and the summative examination. For students’ perception of the interaction with patients, questions on integration of the nervous system (OR = 3.449, p = 0.002), analytical and imaging modalities (OR = 1.513, p = 0.045), and abnormalities in http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Medical Science Educator Springer Journals
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Publisher
Springer US
Copyright
Copyright © 2018 by International Association of Medical Science Educators
Subject
Education; Medical Education
eISSN
2156-8650
D.O.I.
10.1007/s40670-018-0545-2
Publisher site
See Article on Publisher Site

Abstract

Background Students’ perceptions of the effectiveness of their interaction with patients is known to be correlated with their performance in the clinical rotations. Whether such an experience is correlated with the academic performance in a year one neuroscience course is not clear. Methods Year one medical students were allowed to interact in small groups with patients suffering from neurological diseases. The small group sessions were followed by a large group debriefing session to discuss their experience following the patient interaction. Students were administered two structured surveys, a pre-test and a post-test, to evaluate their pre-session expecta- tions and post-session satisfaction with their interaction with patients. The post-test survey results were correlated by objective with formative and summative examination scores. Results There was a positive correlation between students’ perceptions of the effectiveness of their interaction with patients and 2 2 their performance on the formative examination (R = 0.315). The correlation was higher and significant (R =0.774) between students’ interaction with patients and the summative examination. For students’ perception of the interaction with patients, questions on integration of the nervous system (OR = 3.449, p = 0.002), analytical and imaging modalities (OR = 1.513, p = 0.045), and abnormalities in

Journal

Medical Science EducatorSpringer Journals

Published: Feb 3, 2018

References

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