Development and national consensus finding on patient-centred high stakes communication skills assessments for the Swiss Federal Licensing Examination in Medicine

2020 ◽  
Author(s):  
C. Bachmann ◽  
R. Kropf ◽  
S. Biller ◽  
K.P. Schnabel ◽  
N. Junod Perron ◽  
...  
Keyword(s):  
Communication Skills ◽  
High Stakes ◽  
Licensing Examination ◽  
National Consensus

scholarly journals Patient Note Fabrication and Consequences of Unprofessional Behavior in a High-Stakes Clinical Skills Licensing Examination

2009 ◽  
Vol 84 (Supplement) ◽  
pp. S70-S73 ◽  
Author(s):  
Jeanne M. Sandella ◽  
William L. Roberts ◽  
Laurie A. Gallagher ◽  
John R. Gimpel ◽  
Erik E. Langenau ◽  
...  
Keyword(s):  
Clinical Skills ◽  
High Stakes ◽  
Unprofessional Behavior ◽  
Licensing Examination ◽  
Patient Note

Seeking the best training model for difficult conversations in neonatology

2016 ◽  
Vol 44 (4) ◽  
Author(s):  
Beatrice E. Lechner ◽  
Robin Shields ◽  
Richard Tucker ◽  
G. Jesse Bender
Keyword(s):  
Clinical Practice ◽  
Communication Skills ◽  
Training Model ◽  
High Stakes ◽  
Web Based ◽  
Comfort Levels ◽  
Difficult Conversations ◽  
Simulation Based ◽  
Simulation Group ◽  
Better Than

AbstractWe hypothesize that a formal simulation curriculum prepares neonatology fellows for difficult conversations better than traditional didactics.Single-center neonatology fellowship graduates from 1999 to 2013 were sent a retrospective web-based survey. Some had been exposed to a Difficult Conversations curriculum (simulation group), others had not (no simulation group). The simulation group participated in one workshop annually, consisting of lecture, simulation, and debriefing. Scenarios were customized to year of training. Epoch comparisons were made between the simulation and no simulation groups.Self-rated baseline effectiveness at discussing difficult topics was not different. The simulation group reported more supervised family meetings and feedback after fellow-led meetings. Simulations were rated very positively. The simulation group reported increased comfort levels. Strategic pause and body positioning were specific communication skills more frequently acquired in the simulation group. In both groups, the highest ranked contributors to learning were mentor observation and clinical practice. In the simulation group, simulation and debriefing outranked didactics or other experiences.Simulation-based workshops improve communication skills in high stakes conversations. However, they do not substitute for mentor observation and experience. Establishing a structured simulation-based difficult conversations curriculum refines vital communication skills necessary for the high stakes conversations neonatologists direct in clinical practice.

scholarly journals USMLE Scores Do Not Predict the Clinical Performance of Emergency Medicine Residents

2020 ◽  
pp. 4-7
Keyword(s):  
Emergency Medicine ◽  
Clinical Performance ◽  
Knowledge Score ◽  
The United States ◽  
Clinical Knowledge ◽  
High Stakes ◽  
Ranking Criteria ◽  
Medical Licensing ◽  
Usmle Step 1 ◽  
Licensing Examination

Background: Scores on “high-stakes” multiple choice exams such as the United States Medical Licensing Examination® (USMLE) are important screening and applicant ranking criteria used by residencies.Objective: We tested the hypothesis that USMLE scores do not predict overall clinical performance of emergency medicine (EM) residents.Methods: All graduates from our University-based EM residency between the years 2008 and 2015 were included. Residents who had incomplete USMLE records were terminated, transferred out of the program, or did not graduate within this timeframe were excluded from the analysis. Clinical performance was defined as a gestalt of the residency program’s leadership and was classified into three sets: top, average, and lowest clinical performer. Dissimilarities of the initial blind rankings were adjudicated during a consensus conference.Results: During the eight years of the study period, there were a total of 115 graduating residents: 73 men (63%) and 42 women. Nearly all of them (109; 95%) had allopathic medical degrees; the remainder had osteopathic degrees. There was not a statistically significant correlation between our ranking of clinical performance and the Step 2 Clinical Knowledge score. There was a non-significant correlation between clinical performance and the Step 1 score.Conclusion: Neither USMLE Step 1 nor Step 2 Clinical Knowledge were good predictors of the actual clinical performance of residents during their training. We feel that their scores are overemphasized in the resident selec­tion process.

scholarly journals The relationship of examinees’ individual characteristics and perceived acceptability of smart device-based testing to test scores on the practice test of the Korea Emergency Medicine Technician Licensing Examination

2018 ◽  
Vol 15 ◽  
pp. 33
Author(s):  
Eun Young Lim ◽  
Mi Kyoung Yim ◽  
Sun Huh
Keyword(s):  
Emergency Medicine ◽  
Test Scores ◽  
Individual Characteristics ◽  
Smart Device ◽  
Examination System ◽  
High Stakes ◽  
Practice Test ◽  
Licensing Examination ◽  
Individual Variables ◽  
The Republic

Purpose: Smart device-based testing (SBT) is being introduced into the Republic of Korea’s high-stakes examination system, starting with the Korean Emergency Medicine Technician Licensing Examination (KEMTLE) in December 2017. In order to minimize the effects of variation in examinees’ environment on test scores, this study aimed to identify any associations of variables related to examinees’ individual characteristics and their perceived acceptability of SBT with their SBT practice test scores. Methods: Of the 569 candidate students who took the KEMTLE on September 12, 2015, 560 responded to a survey questionnaire on the acceptability of SBT after the examination. The questionnaire addressed 8 individual characteristics and contained 2 satisfaction, 9 convenience, and 9 preference items. A comparative analysis according to individual variables was performed. Furthermore, a generalized linear model (GLM) analysis was conducted to identify the effects of individual characteristics and perceived acceptability of SBT on test scores.Results: Among those who preferred SBT over paper-and-pencil testing, test scores were higher for male participants (mean± standard deviation [SD], 4.36± 0.72) than for female participants (mean± SD, 4.21± 0.73). According to the GLM, no variables evaluated— including gender and experience with computer-based testing, SBT, or using a tablet PC—showed a statistically significant relationship with the total score, scores on multimedia items, or scores on text items. Conclusion: Individual characteristics and perceived acceptability of SBT did not affect the SBT practice test scores of emergency medicine technician students in Korea. It should be possible to adopt SBT for the KEMTLE without interference from the variables examined in this study.

Managing Emergencies: Key Competencies for Incident Management Teams

2011 ◽  
Vol 4 ◽  
pp. 1-10 ◽  
Author(s):  
Peter A.J. Hayes ◽  
Mary M. Omodei
Keyword(s):  
Communication Skills ◽  
Procedural Knowledge ◽  
High Reliability ◽  
Management Teams ◽  
Incident Management ◽  
Structured Interviews ◽  
High Stakes ◽  
Team Members ◽  
Key Competencies ◽  
Uncertain Time

AbstractEach year Australian fire and land management agencies deploy Incident Management Teams (IMTs) to manage bushfires. An important question is: what are the key competencies required for IMT personnel? Recent research in high reliability organisations suggests that teamwork-related competencies are likely to be most important because incident management depends critically upon interdependent team members, often operating in dynamic, uncertain, time pressured, and high stakes environments. This study used semi-structured interviews with experienced IMT personnel (N = 15) to identify 12 key competencies important for bushfire IMT roles. Analysis of 30 bushfire incidents described by interviewees confirmed that three competencies (a) interpersonal and communication skills, (b) leadership, and (c) IMT procedural knowledge were central. Potential implications for organisational decision making in emergency contexts in general are outlined.

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