A clinical performance assessment for a third-year required clerkship in family medicine

B. G. Ferrell, Barbara Thompson

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

In planning a new family medicine clerkship, a clinical performance examination (CPE) using focused encounters was included in the student evaluation. This format was believed to best reflect the types of experiences that students would be exposed to during the primarily ambulatory care family medicine clerkship. Methods: Testing scenarios were representative of either the problem-based cases on which the curriculum had been developed or the 20 common problems seen in family medicine. To date, 175 students have taken the CPE, each completing two cases. Results: The first year of experience indicates that there are no differences in student performance between periods and that students do not perform differently on the first case than they do on the second. No significant effect for scenarios was found. Examiner effects have been found, however. Conclusion: These effects suggest a need for further work in standardizing the scoring of the examination.

Original languageEnglish (US)
Pages (from-to)262-263
Number of pages2
JournalFamily Medicine
Volume25
Issue number4
StatePublished - 1993

Fingerprint

Medicine
Students
Clinical Clerkship
Ambulatory Care
Curriculum

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

Cite this

A clinical performance assessment for a third-year required clerkship in family medicine. / Ferrell, B. G.; Thompson, Barbara.

In: Family Medicine, Vol. 25, No. 4, 1993, p. 262-263.

Research output: Contribution to journalArticle

@article{a572233a42c64effa058f27742f2e9ba,
title = "A clinical performance assessment for a third-year required clerkship in family medicine",
abstract = "In planning a new family medicine clerkship, a clinical performance examination (CPE) using focused encounters was included in the student evaluation. This format was believed to best reflect the types of experiences that students would be exposed to during the primarily ambulatory care family medicine clerkship. Methods: Testing scenarios were representative of either the problem-based cases on which the curriculum had been developed or the 20 common problems seen in family medicine. To date, 175 students have taken the CPE, each completing two cases. Results: The first year of experience indicates that there are no differences in student performance between periods and that students do not perform differently on the first case than they do on the second. No significant effect for scenarios was found. Examiner effects have been found, however. Conclusion: These effects suggest a need for further work in standardizing the scoring of the examination.",
author = "Ferrell, {B. G.} and Barbara Thompson",
year = "1993",
language = "English (US)",
volume = "25",
pages = "262--263",
journal = "Family Medicine",
issn = "0742-3225",
publisher = "Society of Teachers of Family Medicine",
number = "4",

}

TY - JOUR

T1 - A clinical performance assessment for a third-year required clerkship in family medicine

AU - Ferrell, B. G.

AU - Thompson, Barbara

PY - 1993

Y1 - 1993

N2 - In planning a new family medicine clerkship, a clinical performance examination (CPE) using focused encounters was included in the student evaluation. This format was believed to best reflect the types of experiences that students would be exposed to during the primarily ambulatory care family medicine clerkship. Methods: Testing scenarios were representative of either the problem-based cases on which the curriculum had been developed or the 20 common problems seen in family medicine. To date, 175 students have taken the CPE, each completing two cases. Results: The first year of experience indicates that there are no differences in student performance between periods and that students do not perform differently on the first case than they do on the second. No significant effect for scenarios was found. Examiner effects have been found, however. Conclusion: These effects suggest a need for further work in standardizing the scoring of the examination.

AB - In planning a new family medicine clerkship, a clinical performance examination (CPE) using focused encounters was included in the student evaluation. This format was believed to best reflect the types of experiences that students would be exposed to during the primarily ambulatory care family medicine clerkship. Methods: Testing scenarios were representative of either the problem-based cases on which the curriculum had been developed or the 20 common problems seen in family medicine. To date, 175 students have taken the CPE, each completing two cases. Results: The first year of experience indicates that there are no differences in student performance between periods and that students do not perform differently on the first case than they do on the second. No significant effect for scenarios was found. Examiner effects have been found, however. Conclusion: These effects suggest a need for further work in standardizing the scoring of the examination.

UR - http://www.scopus.com/inward/record.url?scp=0027233037&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0027233037&partnerID=8YFLogxK

M3 - Article

VL - 25

SP - 262

EP - 263

JO - Family Medicine

JF - Family Medicine

SN - 0742-3225

IS - 4

ER -