Are Fourth-Year Medical Students Effective Teachers of the Physical Examination to First-Year Medical Students?
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To determine if fourth-year medical students are as effective as faculty in teaching the physical examination to first-year medical students.
Stratified randomization of the first-year students.
A public medical school.
All 100 first-year medical students in one medical school class were randomly assigned (controlling for gender) to either a faculty or a fourth-year student preceptor for the Physical Examination Module.
The first-year students of faculty preceptors scored no differently on the written examination than the students of the fourth-year medical student preceptors (82.8% vs 80.3%, p = .09) and no differently on a standardized patient practical examination (95.5% vs 95.4%, p = .92). Also, the first-year students rated the two groups of preceptors similarly on an evaluation form, with faculty rated higher on six items and the student preceptors rated higher on six items (all p > .10). The fourth-year student preceptors rated the experience favorably.
Fourth-year medical students were as successful as faculty in teaching first-year medical students the physical examination as measured by first-year student's performances on objective measures and ratings of teaching effectiveness.
- Are Fourth-Year Medical Students Effective Teachers of the Physical Examination to First-Year Medical Students?
Journal of General Internal Medicine
Volume 12, Issue 3 , pp 177-181
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- physical examination
- small-group teaching
- Industry Sectors
- Author Affiliations
- 1. Departments of Internal Medicine, University of Kentucky, Lexington, USA
- 2. Behavioral Science, University of Kentucky, Lexington, USA
- 4. College of Medicine Office of Academic Affairs, University of Kentucky, Lexington, USA
- 3. Psychology, University of Kentucky, Lexington, USA