Evaluating medical students’ confidence when learning clinical skills using protocols
Abstract
Medical education in our program is underpinned by Miller’s pyramid1, in which competence in clinical practice is built on a foundation of knowledge and progressive skills development culminating in workplace behaviours, professional attributes and identity2. Clinical skills are learnt using step-by-step protocols. Protocols for all four years are effectively the same, differentiated by a small number of additional skills in later clinical years.
Notre Dame’s medical doctorate is a four-year post-graduate course. While many students have prior health professions qualifications, for others this is their first exposure to clinical skills and because of this it is a challenge to pitch learning to the correct level to ensure all students attain necessary competency thresholds3. Additionally, there is emerging interest in the role of student confidence and how it contributes to competency in clinical practice4.
This study explores student perspectives, regarding the use of protocols to learn clinical skills across all four years of study. Our research question is how protocol use correlates with confidence levels at each year level, and whether this varies as the course progresses. It provides a baseline cross-sectional snapshot of student’s self-reported levels of confidence and their learning experiences. Data was collected via an anonymous survey using 5-point likert scale questions and open-ended questions. Response rates by year: first (19/103), second (32/96), third (23/95) and fourth (24/92); overall (98/386: 25%). Preliminary findings will be reported.
This study represents the first phase of a broader curriculum change project. Findings will inform possible changes to protocols to scaffold and support learning across different year levels. This baseline data will allow rigorous before and after comparisons of student learning experiences.
References
1Miller, G. (1990). The assessment of clinical skills / competence / performance. Academic Medicine, 65(9 Supplement), 63-67.
2Cruess, R.L., et al. (2016). Amending Miller's pyramid to include professional identity formation. Academic Medicine, 91(2), 180.
3Oliver, B. (2011). Good practice report: Assuring graduate outcomes. Curtin University: Australian Learning and Teaching Council, Australian Government. Retrieved from https://ltr.edu.au.
4Gottlieb M., et al. (2022). Confidence‐competence alignment and the role of self‐confidence in medical education: A conceptual review. Medical Education, 56(1):37-47.
Theme
Developing purposeful partnerships
Presenter Bio
Georgia Calvert
Georgia Calvert is a second-year medical student in the Post-Graduate MD program at the University of Notre Dame, Fremantle. Her undergraduate qualification is a Bachelor of Nursing (Registered Nursing) also from the University of Notre Dame. She currently works within the Emergency Department of Royal Perth Hospital, thoroughly enjoying the challenge of critical care medicine. Working with Dr Waldron on their current medical education project has been her first foray into research and academia.
Presentation Type
Presentation
Location
Zoom session commences 10am AWST/12 noon AEST
Start Date
21-9-2022 11:30 AM
End Date
21-9-2022 11:37 AM
Evaluating medical students’ confidence when learning clinical skills using protocols
Zoom session commences 10am AWST/12 noon AEST
Medical education in our program is underpinned by Miller’s pyramid1, in which competence in clinical practice is built on a foundation of knowledge and progressive skills development culminating in workplace behaviours, professional attributes and identity2. Clinical skills are learnt using step-by-step protocols. Protocols for all four years are effectively the same, differentiated by a small number of additional skills in later clinical years.
Notre Dame’s medical doctorate is a four-year post-graduate course. While many students have prior health professions qualifications, for others this is their first exposure to clinical skills and because of this it is a challenge to pitch learning to the correct level to ensure all students attain necessary competency thresholds3. Additionally, there is emerging interest in the role of student confidence and how it contributes to competency in clinical practice4.
This study explores student perspectives, regarding the use of protocols to learn clinical skills across all four years of study. Our research question is how protocol use correlates with confidence levels at each year level, and whether this varies as the course progresses. It provides a baseline cross-sectional snapshot of student’s self-reported levels of confidence and their learning experiences. Data was collected via an anonymous survey using 5-point likert scale questions and open-ended questions. Response rates by year: first (19/103), second (32/96), third (23/95) and fourth (24/92); overall (98/386: 25%). Preliminary findings will be reported.
This study represents the first phase of a broader curriculum change project. Findings will inform possible changes to protocols to scaffold and support learning across different year levels. This baseline data will allow rigorous before and after comparisons of student learning experiences.
References
1Miller, G. (1990). The assessment of clinical skills / competence / performance. Academic Medicine, 65(9 Supplement), 63-67.
2Cruess, R.L., et al. (2016). Amending Miller's pyramid to include professional identity formation. Academic Medicine, 91(2), 180.
3Oliver, B. (2011). Good practice report: Assuring graduate outcomes. Curtin University: Australian Learning and Teaching Council, Australian Government. Retrieved from https://ltr.edu.au.
4Gottlieb M., et al. (2022). Confidence‐competence alignment and the role of self‐confidence in medical education: A conceptual review. Medical Education, 56(1):37-47.