Goins Stacy M, French Robert J, Martin Jonathan G
Duke University School of Medicine, Durham, NC.
Department of Radiology, Duke University School of Medicine, Durham, NC.
Curr Probl Diagn Radiol. 2023 Sep-Oct;52(5):330-333. doi: 10.1067/j.cpradiol.2023.03.010. Epub 2023 Mar 22.
RATIONALE & OBJECTIVES: There is increasing interest in narrative feedback and competency-based evaluation in medical student education. This study evaluates the implementation of a structured oral exam for a required radiology clerkship in furtherance of these aims.
MATERIALS & METHODS: A structured oral exam was instituted in academic year (AY) 20-21. Students prepared to discuss 5 varied imaging cases as they would to a medical colleague and as to a patient. For AY 20-21, students took the oral and a written exam. In AY 21-22, students took the oral exam alone and the written exam was discontinued. The perceived educational value of clerkship components, including the oral and written exam, were scored by the students on a 5-point Likert scale.
All students in AY 20-21 received a passing score on the written (mean 89.0, SD 4.59) and oral exams. All students in AY 21-22 received a passing score on the oral exam. In AY 20-21, the educational value of the oral exam was rated significantly higher than that of the written exam (4.30 vs 4.02, P = 0.021). There was no significant difference in rating of the oral exam between AY 20-21 and AY 21-22 (4.30 vs 4.38; P = 0.499).
The implementation of a structured final oral exam for a required radiology clerkship was felt to be successful in the aims of delivering educational value while evaluating students for competency. Further evaluation of oral exams for radiology medical student education are warranted to optimize the career preparation of future physicians.
在医学生教育中，叙事性反馈和基于能力的评估越来越受到关注。本研究评估了为实现这些目标而开展的一项针对放射科必修实习课程的结构化口试的实施情况。
在20 - 21学年设立了结构化口试。学生们准备像与医学同事交流以及与患者交流一样，讨论5个不同的影像病例。在20 - 21学年，学生参加了口试和笔试。在21 - 22学年，学生仅参加口试，笔试不再进行。学生们用5分制李克特量表对口试和笔试等实习课程组成部分的感知教育价值进行评分。
20 - 21学年的所有学生在笔试（平均89.0分，标准差4.59）和口试中均获得及格分数。21 - 22学年的所有学生在口试中均获得及格分数。在20 - 21学年，口试的教育价值评分显著高于笔试（4.30对4.02，P = 0.021）。20 - 21学年和21 - 22学年的口试评分没有显著差异（4.30对4.38；P = 0.499）。
针对放射科必修实习课程实施结构化期末口试，在实现提供教育价值和评估学生能力方面被认为是成功的。有必要对放射科医学生教育的口试进行进一步评估，以优化未来医生的职业准备。
