PURPOSE Recently, the clinical practice examination (CPX) using standardized patients has been introduced into several specialty certifying examinations in Korea. The purpose of this paper was to determine the correlation of a resident's performance on the CPX with the comprehensive written multiple-choice question (MCQ) examination on the certifying examination for family medicine.
METHODS The subjects of this study were 1,023 residents who completed the 1st and 2nd certifying examination for family medicine between 2009 and 2011. We determined the correlation between the total scores and 4 domain scores (history taking, physical examination, patient education, and patient-physician interaction) on the CPX with the MCQ scores of the 1st written test and 2nd slide examination and the correlation between the total CPX score and scores on the CPX domains.
RESULTS The correlation between CPX score with each MCQ examination (0.21~0.45 with 1st written MCQ, 0.15~0.33 with 2nd slide MCQ) was lower than that between each MCQ examination (0.46~0.59). The CPX score on patient education did not correlate with the 1st written and 2nd MCQ scores.
The CPX scores on history taking and physical examination correlated slightly with the 1st written MCQ scores. The global ratings of preceptor examiners had the highest correlation (r=0.68~0.82) with the total CPX scores.
CONCLUSION Considering the mild correlation of CPX scores with each MCQ examination, the CPX is more likely to measure other qualities, such as critical thinking and communication skills.
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In an effort to evaluate the usage of preceptorship in a department of family medicine, we analyzed the data which gathered during 10 months, from July 1990 to April 1991. The analyzed results were as follows ; 1. The number of precepting per preceptor was 3.5 during one day. 2. In the clinical learning, the residents needed instruction most frequently in the process for diagnosing the problems of their patients. 3. For the purpose of evaluating the teaching behavior of preceptors, we asked to 21 residents and 8 preceptors of the department who experienced the preceptorship for responding a questionnaire, which contained 30 questions. Residents perceived that the most contributable teaching behavior was "deals with students in a friendly, outgoing manner". Preceptors answered that behavior as "emphasizes problem solving approaches rather than solution per se". About the least contributable teaching behavior, residents and preceptors agreed that it was "emphasis on his/her personal research". For further improvement in clinical instruction and its evaluation, it would be necessary to develop a collaborative methodology for clinical instruction and to organize an ongoing professional communication.
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