Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers' and students' satisfaction

Patricia, Rego, Peterson, Ray, Callaway, Leonie, Ward, Michael, O'Brien, Carol and Donald, Ken (2009) Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers' and students' satisfaction. Medical Teacher, 31 12: e586-e595. doi:10.3109/01421590903193588


Author Patricia, Rego
Peterson, Ray
Callaway, Leonie
Ward, Michael
O'Brien, Carol
Donald, Ken
Title Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers' and students' satisfaction
Journal name Medical Teacher   Check publisher's open access policy
ISSN 0142-159X
Publication date 2009-12-07
Sub-type Article (original research)
DOI 10.3109/01421590903193588
Volume 31
Issue 12
Start page e586
End page e595
Total pages 10
Editor R.M. Harden
Place of publication United Kingdom
Publisher Informa Healthcare
Collection year 2010
Language eng
Formatted abstract
Introduction: The ability to deliver the traditional apprenticeship method of teaching clinical skills is becoming increasingly more difficult as a result of greater demands in health care delivery, increasing student numbers and changing medical curricula. Serious consequences globally include: students not covering all elements of clinical skills curricula; insufficient opportunity to practise clinical skills; and increasing reports of graduates’ incompetence in some clinical skills.
Methods:
A systematic Structured Clinical Coaching Program (SCCP) for a large cohort of Year 1 students was developed, providing explicit learning objectives for both students and paid generalist clinical tutors. It incorporated ongoing multi-source formative assessment and was evaluated using a case-study methodology, a control-group design, and comparison of formative assessment scores with summative Objective Structured Clinical Examination (OSCE) scores.
Results:
Students demonstrated a higher level of competence and confidence, and the formative assessment scores correlated with the Research students’ summative OSCE scores. SCCP tutors reported greater satisfaction and confidence through knowing what they were meant to teach. At-risk students were identified early and remediated.
Discussion: The SCCP ensures consistent quality in the teaching and assessment of all relevant clinical skills of all students, despite large numbers. It improves student and teacher confidence and satisfaction, ensures clinical skills competence, and could replace costly OSCEs.
Keyword Clinical Skills
Students
Clinical Tutors
Formative Assessment
Curriculum
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2010 Higher Education Research Data Collection
School of Medicine Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 3 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 6 times in Scopus Article | Citations
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Created: Mon, 22 Mar 2010, 12:54:42 EST by Lisa Hennell on behalf of Medicine - Princess Alexandra Hospital