Clinical experience and performance in final examinations

BMJ 1998;316:1984 ( 27 June )

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Clinical experience and performance in final examinations

Teaching styles need to be reviewed to help students with inappropriate learning styles

Valid methods are needed to assess students

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Teaching styles need to be reviewed to help students with inappropriate learning styles

The first 150 words of the full text of this article appear below.

EDITOR $---$ McManus et al found that their prospective study of two cohorts of medical students at a London medical school showedthat the students' learning style, but not their final examinationresults, was related to the amount of knowledge gained from clinical experience.¹

Their questionnaire measured some aspects of the students' clinical exposure but did not measure the knowledge gained fromsuch experience.² A proportion of the practical proceduresand surgical operations selected in the questionnaire was notof central relevance to undergraduates, even after the time whenthe study was carried out is taken into account. Students shouldnever have performed procedures such as colonoscopy, abdominalparacentesis, ring block, endotracheal intubation, and intramuscularor subcutaneous injection without supervision, even in the early1990s.

Likewise, having seen operations such as laryngectomy, removal of cerebral tumour, or skin grafting more than four times wasless relevant than developing a systematic . . . [Full text of this article]

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Clinical experience, performance in final examinations, and learning style in medical students: prospective study: I C McManus, P Richards, B C Winder, and K A Sproston
BMJ 1998 316: 345-350. [Abstract] [Full Text] [PDF]