Accepted for/Published in: JMIR Medical Education
Date Submitted: Nov 8, 2023
Open Peer Review Period: Nov 8, 2023 - Nov 22, 2023
Date Accepted: Jan 28, 2024
(closed for review but you can still tweet)
Development of a Clinical Simulation Video to Evaluate Multiple Domains of Clinical Competence: A Cross-sectional Study
ABSTRACT
Background:
Medical students in Japan undergo a two-year postgraduate residency program to acquire clinical knowledge and general medical skills. The General Medicine In-Training Examination (GM-ITE) assesses postgraduate residents’ clinical knowledge.
Objective:
This study aimed to evaluate the relationship between GM ITE scores and residents’ diagnostic skills by having them watch a clinical simulation video (CSV) and to explore residents’ perceptions of the CSV’s realism, educational value, and impact on their motivation to learn.
Methods:
The participants included 56 postgraduate medical residents who took the GM ITE between January 21 and January 28, 2021, watched the CSV, and then provided a diagnosis. We compared the CSV and GM ITE scores and examined the validity of the simulations using discrimination indices wherein ≥0.20 indicated high discriminatory power and >0.40 indicated a very good measure of the subject’s qualifications. Additionally, we administered an anonymous questionnaire to ascertain participants' views on the realism and educational value of the CSV, and its impact on their motivation to learn.
Results:
A total of six participants (10.7%) provided the correct diagnosis, and all were from the second postgraduate year. All domains indicated high discriminatory power. The (anonymous) follow-up responses indicated that the CSV format was more suitable than the conventional GM ITE for assessing clinical competence. The anonymous survey revealed that 52.2% of the participants found the CSV format more suitable than the GM-ITE for assessing clinical competence, 78% affirmed the realism of the video simulation, and 74% indicated that the experience increased their motivation to learn.
Conclusions:
The findings indicated that CSV modules simulating real-world clinical examinations were successful in assessing examinees’ clinical competence across multiple domains. The study demonstrated that the CSV not only augmented the assessment of diagnostic skills but also positively impacted learners’ motivation, suggesting a multifaceted role for simulation in medical education.
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