Purpose Patient-centred care can increase patient satisfaction and lead to better clinical outcomes for them, such as improved physical status and higher health-related quality of life. However, doctors’ and patients’ views on patient-centred attitude might differ and could be affected by culture and the community environment. To clarify the differences in primary care patients’ and senior medical students’ perceptions of medical students’ patient-centred attitude.
Methods A total of 1,025 subjects—827 patients from primary care institutions and 198 fourth-year medical students from a medical college in South Korea—completed the Patient Practitioner Orientation Scale (PPOS). The students completed the self-reported questionnaire at the end of their clinical clerkship. Descriptive statistics, t-tests, and one-way analysis of variances were conducted in SPSS version 21.0.
Results Firstly, sharing subscale scores were higher among patients than among medical students (students, 3.61 vs. patients, 3.76; p<0.001), but secondly, caring subscale scores were higher among medical students (students, 4.18 vs. patients, 3.82; p<0.001). Thirdly, PPOS total scores were higher among medical students (students, 3.90 vs. patients, 3.79; p=0.001). Finally, male students had the lowest sharing scores (F=6.811, p<0.001) and female students showed the highest PPOS total scores (F=5.805, p=0.001).
Conclusion Significant differences between medical students’ and patients’ perceptions of medical students’ patient-centred attitudes suggest the necessity of educational efforts to overcome the gap between the groups.
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PURPOSE This study was conducted to investigate the effect of direct verbal feedback from an expert during endotracheal intubation skills training using a mannequin compared to practice alone without feedback.
METHODS 154 fourth-year medical students at the Pusan National University were divided into control or feedback groups. Both groups were taught by experts using a mannequin at a clinical skills learning center. The feedback group (n=66) received verbal feedback from the expert throughout training. Skills acquisition was tested during a Clinical Performance Examination.
RESULTS There were no differences between the control and feedback groups in terms of prior experiences with endotracheal intubation, confidence level to perform the skill, and grades received from previous clinical clerkships. The average score of the feedback group was significantly higher than that of the control group (14.06 versus 11.98, p<0.05). When the students were divided into 'exceeds expectations', 'meets expectations' and 'needs development' groups according to a global rating, more students from the feedback group were in the 'exceeds expectations' group and less were in the 'needs development' group compared to the control group (p<0.05). The results showed no significant relation with training date.
CONCLUSION This study demonstrated that direct verbal feedback from an expert during training significantly improves the performance of endotracheal intubation skill.
Feedback acts as an essential component of clinical education; and its effect is prominent, especially in students who require further development.
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Educational suitability of endotracheal intubation using a video-laryngoscope Heon Jin Choo, Oh Young Kwon, Young Gwan Ko Korean Journal of Medical Education.2015; 27(4): 267. CrossRef
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