Purpose We not only developed a clinical practice program for the assessment and feedback vis-à-vis medical students’ medical records but also evaluated the effectiveness of this program via a self-assessment of medical students’ competence in writing medical records pre- and post-program.
Methods In 2022, 74 third-year medical students were divided into four groups and participated in a 2-week program. The students’ medical records were graded on a scale ranging from 1 to 3 daily, and the mean scores for 2 weeks were compared. Pre- and post-program, the students’ self-assessment survey was conducted.
Results The mean scores increased from 1.30 in the first week to 2.14 in the second week. The mean score of self-assessment showed significant improvements, increasing from 2.43 to 4.00 for medical record, 2.64 to 4.08 for write present illness, 2.08 to 3.89 for initial orders, 2.35 to 4.34 for signature, and 2.38 to 3.97 for consent (all p<0.001).
Conclusion We found that providing students with real-time assessment and feedback on their medical records increased their skills and confidence in medical records writing.
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Purpose Clinical practice for medical students aims to improve their clinical competency. Since students gain experience in clinical practice, it is assumed that their capacity for care is strengthened. This study aimed to verify whether there is a change in the competency of medical students after clinical practice.
Methods We assessed the clinical performance of 120 medical students who were enrolled in the fifth year over the academic years 2016–2018. Objective structured clinical examination (OSCE) was used to measure the clinical competency.
Results The OSCE scores for November fifth grade improved significantly compared to May fifth grade. The scores in September of sixth grade were slightly lower than those of November of fifth grade, but there was no statistically significant difference.
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Competency-based Education in Dentistry—The Indian Scenario—Are We Late?
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