Northwestern University, Feinberg School of Medicine, USA.
Med Teach. 2012;34(12):e820-6. doi: 10.3109/0142159X.2012.714879. Epub 2012 Aug 30.
Oral case presentations are critical for patient care and student assessment. The best method to prepare early medical students for oral presentations is unknown.
We aimed to develop and evaluate a curriculum of on-line learning and deliberate practice to improve pre-clinical students' case presentation skills.
We developed a web-based, interactive curriculum emphasizing conciseness and clinical reasoning. Using a waitlist control design, we randomly assigned groups of second-year students to receive the curriculum in December 2010 or in April 2011. We evaluated their presentations at three time points. We also examined the performance of an untrained class of students as a historical comparison.
We evaluated 132 second-year medical students at three time points. After the curriculum, mean scores of the intervention students improved from 60.2% to 70.1%, while scores of the waitlist control students improved less, from 61.8% to 64.5% (p < 0.01 for between-group difference in improvement). Once all students had received the curriculum, mean scores for the intervention and waitlist control students rose to 77.8% and 78.4%, respectively, compared to 68.1% for the untrained comparison students (p < 0.0001 compared to all curriculum students).
An on-line curriculum followed by deliberate practice improved students' oral presentation skills.
口腔病例报告对于患者护理和学生评估至关重要。为早期医学生准备口腔报告的最佳方法尚不清楚。
我们旨在开发和评估在线学习和刻意练习课程，以提高临床医学前学生的病例报告技能。
我们开发了一个基于网络的交互式课程，强调简洁性和临床推理。我们采用候补名单对照设计，随机将二年级学生分为 2010 年 12 月或 2011 年 4 月接受课程的两组。我们在三个时间点评估他们的演示。我们还检查了未经培训的学生群体的表现作为历史比较。
我们在三个时间点评估了 132 名二年级医学生。在课程结束后，干预组学生的平均分数从 60.2%提高到 70.1%，而候补名单对照组学生的分数提高较少，从 61.8%提高到 64.5%（组间改善差异具有统计学意义，p < 0.01）。一旦所有学生都接受了课程，干预组和候补名单对照组学生的平均分数分别上升至 77.8%和 78.4%，而未经培训的对照组学生的平均分数为 68.1%（与所有课程学生相比，p < 0.0001）。
在线课程加刻意练习提高了学生的口头报告技能。
