Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Ming-ya Zhang; Xin Cheng; An-ding Xu; Liang-ping Luo; Xuesong Yang (2015)
Publisher: Taylor & Francis Group
Journal: Medical Education Online
Languages: English
Types: Article
Subjects: Special aspects of education, clinical skill training, Medical student; Objective structured clinical examination (OSCE); Clinical skill training; Simulation, Research Article, R5-920, simulation, Medicine (General), objective structured clinical examination, medical student, LC8-6691

Classified by OpenAIRE into

mesheuropmc: education
Background: Modern medical education promotes medical students’ clinical operating capacity rather than the mastery of theoretical knowledge. To accomplish this objective, clinical skill training using various simulations was introduced into medical education to cultivate creativity and develop the practical ability of students. However, quantitative analysis of the efficiency of clinical skill training with simulations is lacking.Methods: In the present study, we compared the mean scores of medical students (Jinan University) who graduated in 2013 and 2014 on 16 stations between traditional training (control) and simulative training groups. In addition, in a clinical skill competition, the objective structured clinical examination (OSCE) scores of participating medical students trained using traditional and simulative training were compared. The data were statistically analyzed and qualitatively described.Results: The results revealed that simulative training could significantly enhance the graduate score of medical students compared with the control. The OSCE scores of participating medical students in the clinical skill competition, trained using simulations, were dramatically higher than those of students trained through traditional methods, and we also observed that the OSCE marks were significantly increased for the same participant after simulative training for the clinical skill competition.Conclusions: Taken together, these data indicate that clinical skill training with a variety of simulations could substantially promote the clinical performance of medical students and optimize the resources used for medical education, although a precise analysis of each specialization is needed in the future.Keywords: medical student; objective structured clinical examination; clinical skill training; simulation(Published: 16 October 2015)Citation: Med Educ Online 2015, 20: 28796 - http://dx.doi.org/10.3402/meo.v20.28796
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 1. Luketich GF. A clinical simulations laboratory ten years later. J Biocommun 1990; 17: 26 9.
    • 2. Thomson AN. Case specificity of performance with simulated patients. N Z Med J 1990; 103: 372 4.
    • 3. Wallace P. Following the threads of an innovation: the history of standardized patients in medical education. Caduceus 1997; 13: 5 28.
    • 4. Larsen DP, Butler AC, Lawson AL, Roediger HL, 3rd. The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge. Adv Health Sci Educ Theory Pract 2013; 18: 409 25.
    • 5. Govindan VK. Enhancing communication skills using an OSCE and peer review. Med Educ 2008; 42: 535 6.
    • 6. Yudkowsky R, Alseidi A, Cintron J. Beyond fulfilling the core competencies: an objective structured clinical examination to assess communication and interpersonal skills in a surgical residency. Curr Surg 2004; 61: 499 503.
    • 7. Yudkowsky R, Downing SM, Ommert D. Prior experiences associated with residents' scores on a communication and interpersonal skill OSCE. Patient Educ Couns 2006; 62: 368 73.
    • 8. Rubin P, Franchi-Christopher D. New edition of Tomorrow's Doctors. Med Teach 2002; 24: 368 9.
    • 9. Cook RJ, Pedley DK, Thakore S. A structured competency based training programme for junior trainees in emergency medicine: the 'Dundee Model'. Emerg Med J 2006; 23: 18 22.
    • 10. Lian J, He F. Improved performance of students instructed in a hybrid PBL format. Biochem Mol Biol Educ 2013; 41: 5 10.
    • 11. Underwood SM, McIndoe AK. Influence of changing work patterns on training in anaesthesia: an analysis of activity in a UK teaching hospital from 1996 to 2004. Br J Anaesth 2005; 95: 616 21.
    • 12. Greaves JD. Training time and consultant practice. Br J Anaesth 2005; 95: 581 3.
    • 13. Spargo PM. UK anaesthetic training and the law of unintended consequences. Cause for concern? Anaesthesia 2005; 60: 319 22.
    • 14. Back DA, Haberstroh N, Antolic A, Sostmann K, Schmidmaier G, Hoff E. Blended learning approach improves teaching in a problem-based learning environment in orthopedics a pilot study. BMC Med Educ 2014; 14: 17.
    • 15. Jang HW, Kim KJ. Use of online clinical videos for clinical skills training for medical students: benefits and challenges. BMC Med Educ 2014; 14: 56.
    • 16. Ammentorp J, Thomsen JL, Jarbol DE, Holst R, Ovrehus AL, Kofoed PE. Comparison of the medical students' perceived self-efficacy and the evaluation of the observers and patients. BMC Med Educ 2013; 13: 49.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article