A multidisciplinary, competency-based trauma teaching program was introduced for final year medical students (n=67) at Royal Prince Alfred Hospital (RPAH) in 1994 to complement the surgical clerkship.
The method involved small groups rotating through a series of teaching stations each structured to address a predetermined competency.
Four 3-hour sessions were held on the subject areas of resuscitation, plastic, orthopedic, and neurotrauma.
Performance in the trauma section of a summative Objective Structured Clinical Examination (OSCE), 6 months after the teaching, was compared with that of a control group (n=127) from other campuses where trauma was taught by a series of discipline-based lectures.
Three trauma OSCE stations were designed to test psychomotor skills while five addressed aspects of the cognitive domain.
Checklists were used to ensure standardization of scoring in a range of questions asked or skills tested at each station.
The marks of the RPAH students (mean 78% ± SD 9%) were significantly higher (P<0.0005) than the controls (mean 70% ± SD 9%) in the 8 trauma questions.
There was no significant difference (P=0.8) in marks obtained by the study group (mean 61% ± SD 8%) and controls (mean 63% ± SD 7%) in 22 questions sampling a wide spectrum of nontrauma subject areas. (...)
Mots-clés Pascal : Traumatologie, Enseignement professionnel, Médecin, Etudiant, Formation professionnelle, Evaluation professionnelle, Evaluation performance, Homme, Australie, Océanie, Personnel sanitaire
Mots-clés Pascal anglais : Traumatology, Occupational education, Physician, Student, Occupational training, Professional evaluation, Performance evaluation, Human, Australia, Oceania, Health staff
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 97-0244983
Code Inist : 002B30A09. Création : 11/06/1997.