Teaching newvborn medicine to third-year medical students : use of a checklist.
To determine if use of a checklist during the third-year medical student's newborn medicine rotation within the pediatric clerkship affected grades, endof-course examination scores, or perceptions of the newborn clinical experience before and after use of this teaching aid.
The checklist contained 46 newborn medicine-related skills and concepts and required staff review.
A postclerkship questionnaire was used to assess the student's perception of all components of the clinical clerkship.
A standardized test was used to assess clinical knowledge.
The clerkship grade was based on test scores (30%) and clinical performance (70%). Results : All students (N=321) returned the postclerkship questionnaire from july 1,1988, to june 30,1990, and the checklist plus questionnaire (N=294) from july 1,1990, to june 30,1992.
During both periods, the curriculum and clinical experience remained unchanged.
Although there was no change in grade distribution, mean final examination score (P<. 011) and student perception of the nursery portion of the clerkship (P<. 01) improved significantly after we began using the checklist. « Poor » ratings of the nursery experience decreased from 12% (1988 to 1989) to 3% (1991 to 1992), and « excellent » ratings increased from 13% to 24%. In addition, examination performance on specific examination questions appeared related to completion of checklist items (r=68, P<. 016).
Mots-clés Pascal : Enseignement universitaire, Néonatologie, Pédagogie, Objectif, Etudiant, Médecin, Performance
Mots-clés Pascal anglais : Higher education, Neonatology, Pedagogy, Objective, Student, Physician, Performance
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 95-0266178
Code Inist : 002B30A09. Création : 01/03/1996.