Skip to main content
SpringerLink
Log in

Remediation of Physical Exam Skills

  • Chapter
  • First Online:
Remediation in Medical Education

  • 2853 Accesses

Abstract

Novice clinicians vary greatly in physical examination (PE) skill levels. In this chapter, the authors define common PE deficits, explore institutional and educator constraints to educating about physical exam skills, describe methods of identifying learners needing remediation, describe potential tools that can be used in remediation, and, finally, revisit each of the major PE skills deficit domains with illustrative cases and specific remediation strategies for those cases.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 64.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Life in the fastlane [Internet]. Australia: Frontier Group and GMEP; 2013. Sir William Osler memorable quotes [cited 5 July 2013] [about p. 8]. Available from http://lifeinthefastlane.com/resources/oslerisms/

  2. Wilkerson L, Lee M. Assessing physical examination skills of senior medical students: knowing how versus knowing when. Acad Med. 2003;78(10 Suppl):S30–2. PubMed PMID: 14557088.

    Article  PubMed  Google Scholar 

  3. Herbers Jr JE, Noel GL, Cooper GS, Harvey J, Pangaro LN, Weaver MJ. How accurate are faculty evaluations of clinical competence? J Gen Intern Med. 1989;4(3):202–8. PubMed PMID: 2723833.

    Article  PubMed  Google Scholar 

  4. Kassebaum DG, Eaglen RH. Shortcomings in the evaluation of students’ clinical skills and behaviors in medical school. Acad Med. 1999;74(7):842–9. PubMed PMID: 10429595.

    Article  PubMed  CAS  Google Scholar 

  5. Norcini JJ, Blank LL, Duffy FD, Fortna GS. The mini-CEX: a method for assessing clinical skills. Ann Intern Med. 2003;138(6):476–81. PubMed PMID: 12639081.

    Article  PubMed  Google Scholar 

  6. Harden RM. What is an OSCE? Med Teach. 1988;10(1):19–22. PubMed PMID: 3221760.

    Article  PubMed  CAS  Google Scholar 

  7. Barman A. Critiques on the Objective Structured Clinical Examination. Ann Acad Med Singapore. 2005;34(8):478–82. PubMed PMID: 16205824.

    PubMed  CAS  Google Scholar 

  8. Frye AW, Richards BF, Philp EB, Philp JR. Is it worth it? A look at the costs and benefits of an OSCE for second-year medical students. Med Teach. 1989;11(3–4):291–3. PubMed PMID: 2518040.

    Article  PubMed  CAS  Google Scholar 

  9. Chang A, Chou CL, Teherani A, Hauer KE. Clinical skills-related learning goals of senior medical students after performance feedback. Med Educ. 2011;45(9):878–85. doi:10.1111/j.1365-2923.2011.04015.x.

    Article  PubMed  Google Scholar 

  10. Dornan T, Scherpbier A, Boshuizen H. Towards valid measures of self-directed clinical learning. Med Educ. 2003;37(11):983–91. PubMed PMID: 14629411.

    Article  PubMed  Google Scholar 

  11. Sargeant J, Eva KW, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer JM, Loney E, Mann KV, van der Vleuten CP. Features of assessment learners use to make informed self-assessments of clinical performance. Med Educ. 2011;45(6):636–47. doi:10.1111/j.1365-2923.2010.03888.x.

    Article  PubMed  Google Scholar 

  12. Saxena V, O’Sullivan PS, Teherani A, Irby DM, Hauer KE. Remediation techniques for student performance problems after a comprehensive clinical skills assessment. Acad Med. 2009;84(5):669–76. doi:10.1097/ACM.0b013e31819fa832.

    Article  PubMed  Google Scholar 

  13. Yudkowsky R, Otaki J, Bordage G, Lowenstein T, Riddle J, Nishigori H. Hypothesis-driven physical exam student handbook. Chicago, IL: Board of Trustees of the University of Illinois; 2008.

    Google Scholar 

  14. Nishigori H, Masuda K, Kikukawa M, Kawashima A, Yudkowsky R, Bordage G, Otaki J. A model teaching session for the hypothesis-driven physical examination. Med Teach. 2011;33(5):410–7. doi:10.3109/0142159X.2010.540269.

    Article  PubMed  Google Scholar 

  15. Yudkowsky R, Otaki J, Lowenstein T, Riddle J, Nishigori H, Bordage G. A hypothesis-driven physical examination learning and assessment procedure for medical students: initial validity evidence. Med Educ. 2009;43(8):729–40. doi:10.1111/j.1365-2923.2009.03379.x.

    Article  PubMed  Google Scholar 

  16. Clark RE, Vogel A. Transfer of training principles for instructional design. Educ Technol Res Dev. 1985;33(2):113–23. doi:10.1007/BF02769112.

    Google Scholar 

  17. Perkins DS, Salomon G. Transfer of learning. In: Husen T, Postlewaithe TN, editors. International Encyclopedia of Education. 2nd ed. Oxford, England: Pergamon Press; 1992 [cited 5 July 2013]. Available from http://learnweb.harvard.edu/alps/thinking/docs/traencyn.htm

  18. Bickley LS, Szilagyi PG. Bates’ guide to physical examination and history taking. 11th ed. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins; 2013. p. 994.

    Google Scholar 

  19. DeGowin RL, Brown DD, LeBlond RF. DeGowin’s diagnostic examination. 9th ed. New York: McGraw-Hill; 2009. p. 914.

    Google Scholar 

  20. Goldberg C. A practical guide to clinical medicine [Internet]. San Diego, CA: The Regents of the University of California. 1997–2009 [updated 16 Aug 2008; cited 5 July 2013]. Available from http://meded.ucsd.edu/clinicalmed/

  21. Association of American Medical Colleges (AAMC). MedEdPORTAL [Internet]. Washington, DC: Association of American Medical Colleges; 1995–2013 [cited 5 July 2013]. Available from https://www.mededportal.org/

  22. Criley JM, Keiner J, Boker JR, Criley SR, Warde CM. Innovative web-based multimedia curriculum improves cardiac examination competency of residents. J Hosp Med. 2008;3(2):124–33. doi:10.1002/jhm.287.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. David Geffen School of Medicine at University of California, Los Angeles, CA, USA

    Tahlia Spector M.D.

  2. Keck School of Medicine, University of Southern California, Los Angeles, CA, USA

    Cha-Chi Fung Ph.D.

Authors
  1. Tahlia Spector M.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Cha-Chi Fung Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tahlia Spector M.D. .

Editor information

Editors and Affiliations

  1. Office of Medical Education, Department of Medicine, New York University School of Medicine, New York, New York, USA

    Adina Kalet

  2. Department of Medicine, University of California, San Francisco School of Medicine, San Francisco, California, USA

    Calvin L. Chou

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Spector, T., Fung, CC. (2014). Remediation of Physical Exam Skills. In: Kalet, A., Chou, C. (eds) Remediation in Medical Education. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-9025-8_5

Download citation

  • DOI: https://doi.org/10.1007/978-1-4614-9025-8_5

  • Published:

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4614-9024-1

  • Online ISBN: 978-1-4614-9025-8

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation