Informed self-assessment versus preceptor evaluation: a comparative study of pediatric procedural skills acquisition of
- PDF / 788,118 Bytes
- 8 Pages / 595.276 x 790.866 pts Page_size
- 82 Downloads / 168 Views
RESEARCH ARTICLE
Open Access
Informed self-assessment versus preceptor evaluation: a comparative study of pediatric procedural skills acquisition of fifth year medical students Muhammed Elhadi1*† , Hazem Ahmed1†, Ala Khaled1, Wejdan K. Almahmoudi2, Samah S. Atllah2, Ahmed Elhadi1 and Hamida Esahli2
Abstract Background: Simulation training is widely used in medical education as students rarely perform clinical procedures, and confidence can influence practitioners’ ability to perform procedures. Thus, this study assessed students’ perceptions and experiences of a pediatric skills program and compared their informed self-assessment with their preceptor-evaluated performance competency for several pediatric clinical procedures. Methods: A total of 65 final-year medical students attended a weeklong pediatric skills training course by the University of Tripoli that used a manikin and various clinical scenarios to simulate real-life cases. Participants completed questionnaires self-assessing their performance skills, while examiners evaluated each students’ competency on five procedural skills (lumbar puncture, nasogastric tube insertion, umbilical vein catheterization, intraosseous access, and suprapubic aspiration) using an objective structured clinical examination (OSCE) model. Differences between agreement levels in question responses were evaluated through a nonparametric chi-square test for a goodness of test fit, and the relationship between confidence levels and the OSCE scores for each procedure was assessed using Spearman’s rank-order correlation. Results: All participants completed the informed self-assessment questionnaire and OSCE stations. The frequency differences in agreement levels in students’ questionnaire responses were statistically significant. No significant differences were found between students’ self-assessment and preceptors’ evaluation scores. For each procedure’s passing score rate, umbilical vein catheterization had the highest passing rate (78.5%) and nasogastric tube placement the lowest (56.9%). The mean performance scores were above passing for all procedures. The Wilcoxon signed-rank test revealed no significant differences between participants’ self-assessment and their preceptorevaluated competency; students correctly perceived and assessed their ability to perform each procedure. (Continued on next page)
* Correspondence: [email protected] † Muhammed Elhadi and Hazem Ahmed contributed equally to this work. 1 Faculty of Medicine, University of Tripoli, Tripoli 13275, Libya Full list of author information is available at the end of the article © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this art
Data Loading...
