OSCEs in Japanese postgraduate clinical training Hiroshima experience 2000-2009

Formative assessment in practical for Indian postgraduates in health professions education: A strategic initiative towards competency-based education

Background:

Observational assessment (OA) or Workplace Based Assessment (WPBA) is being increasingly used to assess the trainees by direct observation to shape their learning. The current deficiencies in our conventional assessment system are due to lack of conceptualization of assessment as a process for continuous improvement and learning, leading to non-utilization of many available tools of assessment.

Objective:

The present study aimed to introduce formative assessment (FA) for postgraduates at all the constituent colleges (Medical, Dental, Ayurveda, Nursing) under the ambit of Datta Meghe Institute of Medical Sciences (Deemed University) Sawangi (M) Wardha, (Maharashtra), India.

Methodology:

Observational Assessment tools used for FA were Mini CEX (Mini Clinical Evaluation Exercise) and DOPS (Direct Observation of Procedural Skills)in addition to Objectively Structured Clinical/Practical Examination (OSCE/OSPE). Six encounters of OAs were conducted at the end of each semester. The OA tool used was either the MiniCEX or/and DOPS, depending on the type of subject (Preclinical, Para-clinical, Clinical).

Results:

A significant improvement in scores from one semester to other as the postgraduate learner progresses, was observed. The overall response from the postgraduate students and faculty for FA was satisfactory.

Conclusion:

Formative assessment in practical's, was feasible, acceptable and effective program to improve the overall learning and competency of postgraduates.

Study of factors related to the reflection abilities of dental trainees

INTRODUCTION

This study analysed the internal and external factors related to the reflection abilities of dental trainees.

PARTICIPANTS AND METHODS

We created transcripts from oral presentations by the dental trainees of Hiroshima University Hospital (n = 35, 2012-2013) at a significant event analysis conference. The reflection depths were compared between the trainees of the university hospital and external clinical combination groups. We determined and statistically analysed the reflection depths.

RESULTS

At the end of training, a Mann-Whitney U-test revealed a significant difference in the median reflection depths of the groups (U = 66, W = 342 and P = 0.007). The results of multiple regression analysis indicated a significant relation between the reflection depth and external training completion (P = 0.024). There were no relations with other factors, including gender and academic background.

CONCLUSION

Experiences in external clinics create a close connection between the staff and trainees because communities of practice can cause deeper reflections. We need to create small groups in large-scale organisations such as university hospitals. This construct can be adapted not only for Japanese dental trainees but also for global dental and other medical trainees.

Assessment formats in dental medicine: An overview

AIM

At the annual meeting of German dentists in Frankfurt am Main in 2013, the Working Group for the Advancement of Dental Education (AKWLZ) initiated an interdisciplinary working group to address assessments in dental education. This paper presents an overview of the current work being done by this working group, some of whose members are also actively involved in the German Association for Medical Education's (GMA) working group for dental education. The aim is to present a summary of the current state of research on this topic for all those who participate in the design, administration and evaluation of university-specific assessments in dentistry.

METHOD

Based on systematic literature research, the testing scenarios listed in the National Competency-based Catalogue of Learning Objectives (NKLZ) have been compiled and presented in tables according to assessment value.

RESULTS

Different assessment scenarios are described briefly in table form addressing validity (V), reliability (R), acceptance (A), cost (C), feasibility (F), and the influence on teaching and learning (EI) as presented in the current literature. Infoboxes were deliberately chosen to allow readers quick access to the information and to facilitate comparisons between the various assessment formats. Following each description is a list summarizing the uses in dental and medical education.

CONCLUSION

This overview provides a summary of competency-based testing formats. It is meant to have a formative effect on dental and medical schools and provide support for developing workplace-based strategies in dental education for learning, teaching and testing in the future.

An Analysis of Background Factors Influencing Selection of Residency Facility for Dental Students in Universities Located in Rural Areas in Japan

BACKGROUND

In Japan, since 2006, participation in a 1-year residency programme by all dentists who have passed the National Board Dental Examination has been mandatory. Therefore, a 'matching system' has become necessary for dental students in their final year to decide their desired residency facility, but the rate of matching in dental schools located in rural areas is still low. Aim : The principal aim of this study was to elucidate the background factors influencing the selection of residency facilities by dental students in rural areas to facilitate the training of dentists working in local communities. Methods : Using the matching results from 554 final-year students of Kagoshima University Faculty of Dentistry from 2005 to 2013, multiple logistic regression analysis was performed on the background factors of the subjects. Results : Concerning the selection of the residency facility, it was verified that there were strong background factors for subjects to select residency facilities in their hometown, but compared with subjects from other regions, those from Kinki and Kanto regions did not select residency facilities in their hometown. Compared with males, a significantly higher number of females selected residency facilities in their hometown. A significantly higher number of subjects who repeated a school year selected the residency facility of their alma mater. Conclusion : In dental schools of national universities located in provinces, the establishment of a quota system for students from the region, where possible, is one of the most effective steps for securing future dental trainees.

Effectiveness of a simulated patient training programme based on trainee response accuracy and appropriateness of feedback

INTRODUCTION

Simulated patients (SPs) need education and training in required skills to be effective resources in education. This study was conducted to examine the effectiveness of an SP training programme based on the accuracy of trainee responses and the appropriateness of their feedback.

METHODS

Thirty-two applicants to the training programme and 35 experienced SPs were included in this study. The experienced SPs served as a reference group. The rate of accurate responses and the rate of appropriate feedback were assessed with pre- and post-training tests, and these two outcome measures were compared with those of the experienced SPs.

RESULTS

No significant differences were found in trainee response accuracy or appropriateness of feedback between pre- and post-training tests. The response accuracy rate of the trainees on the pre-training test was significantly lower than that of SPs with 1-2 years of experience, whilst there was no significant difference between these SPs and the trainees on the post-training test.

CONCLUSIONS

Although our study suggests that more training is needed to improve the skills of SPs, the training programme may contribute to helping trainees reach a novice level in the skill of providing accurate responses. SP training should be encouraged to contribute to the effectiveness of such teaching and to establish the validity of the assessment.