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Dreyfus scale-based feedback increases the medical student's satisfaction with the complex cluster part of the interviewing and physical examination course and skills' readiness in Taiwan

 ( Huang Shiau-Shian ) - National Yang-Ming University Department of Medicine

 ( Huang Chia-Chang ) - National Yang-Ming University Department of Medicine
 ( Yang Ying-Ying ) - Taipei Veterans General Hospital Department of Medical Education
 ( Wang Shuu-Jiun ) - National Yang-Ming University Department of Medicine
 ( Shulruf Boaz ) - University of New South Wales Office of Medical Education
 ( Chen Chen-Huan ) - National Yang-Ming University Department of Medicine


Purpose: Different from the basic core part of the clinical interviewing and physical examination (PE) skills course in basic, head-to-toe, and thorax systems, learners need structural feedback for the development of the complex skills in cluster part including abdominal, neuromuscular and musculoskeletal systems. It aimed to evaluate the effects of replacing Dreyfus scale, which having elements of continuous professional development, with Likert scale in the feedback in cluster part of training in Taiwan.

Methods: Instructors and final-year medical students of class 2015-2016 comprised the regular cohort, whereas those of class 2017-2018 formed the intervention cohort. In the intervention cohort, Dreyfus scale-based feedback rather than Likert scale based feedback was used in the cluster part of the course in National Yang-Ming university, Taiwan.

Results: Among the regular cohort, poor pre-trained standardized patients (SPs) rated class climate, low grouped students satisfaction with the instructors and course, and low grouped student self-assessed readiness were noted in the cluster part than those in the core part. In comparison with regular cohort, greater improvement of post-cluster part end-of-course group objective structured clinical examination (GOSCE) scores was noted in intervention cohort. In other word, the implementation of Dreyfus scale-based feedback in the cluster part improved the deficit in this part of the course among the intervention cohort.

Conclusion: The implementation of Dreyfus scale-based feedback helped instructors to create a good class climate in the cluster parts of clinical interviewing plus PE skills course in our study. Simultaneously, this new intervention achieved the goal of medical students competency in interviewing, PE and self-directed learning (SDL) skills.


Cohort studies; Group structure; Medical students; Personal satisfaction; Physical examination; Taiwan
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