Necessity of introducing postencounter note describing history and physical examination at clinical performance examination in Korea
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Purpose: Information gathering ability had been evaluated mainly via checklists in clinical performance examinations (CPX). But,it is not proved yet if students write the information correctly in postencounter note (PN), although they asked questions or performedphysical examinations (PE) about the information when they interacted with standardized patients in CPX. This study addressed thenecessity of introducing PN to evaluate the ability in CPX. Methods: After patient encounters, students were instructed to write the findings of history taking and physical examination thatthey considered as important information in approaching the patient’s problems in PN. PNs were scored using answer keys selectedfrom checklist items, which were considered to be recorded in PN by CPX experts. Results: PNs of six CPX cases from 54 students were analyzed. Correlation coefficients between the key-checklist scores and PNscores of six cases were moderate to high (0.52 to 0.79). However, students frequently neglected some cardinal features of chiefcomplains, pertinent findings of past/social history and PE, and pertinent negative findings of associated symptoms in PNs, whichwere checked as ‘done’ in the keys of checklists. Conclusion: It is necessary to introduce PN in CPX to evaluate the students’ ability of synthesis and integration of patient information.
Abstract
Purpose: Information gathering ability had been evaluated mainly via checklists in clinical performance examinations (CPX). But,it is not proved yet if students write the information correctly in postencounter note (PN), although they asked questions or performedphysical examinations (PE) about the information when they interacted with standardized patients in CPX. This study addressed thenecessity of introducing PN to evaluate the ability in CPX. Methods: After patient encounters, students were instructed to write the findings of history taking and physical examination thatthey considered as important information in approaching the patient’s problems in PN. PNs were scored using answer keys selectedfrom checklist items, which were considered to be recorded in PN by CPX experts. Results: PNs of six CPX cases from 54 students were analyzed. Correlation coefficients between the key-checklist scores and PNscores of six cases were moderate to high (0.52 to 0.79). However, students frequently neglected some cardinal features of chiefcomplains, pertinent findings of past/social history and PE, and pertinent negative findings of associated symptoms in PNs, whichwere checked as ‘done’ in the keys of checklists. Conclusion: It is necessary to introduce PN in CPX to evaluate the students’ ability of synthesis and integration of patient information.
참고문헌 (17)
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