ePoster
Overall Performance of the Clinical-Year Medical Students in Department of Medicine, Khon Kaen University (KKU): correlation between theory and clinical skill.

Authors

  1. Siraphop Suwannaroj
  2. Anupol Panitchote

Theme

Clinical

INSTITUTION

Faculty of Medicine, Khon Kaen University

Background

Summative evaluation of the clinical-year (4th, 5th and 6th year) medical curriculum in department of medicine, Khon Kaen University, includes 3 compartments: theory, clinical skill examination and clerkship practical performance. Students must pass all of three parts with the minimal passing level (MPL) of 60% for theory and clinical skill examination and  of 65% for clerkship practical performance. We evaluated our students' summative evaluation performance and study the correlation between theory and clinical skill.

Summary of Work

We retrospective studied our students’ theory and clinical skill performance in 2012 and analysed the correlation between theory and clinical skill evaluation using Pearson’s correlation coefficient and Spearman’s rank correlation coefficient.

Summary of Results

Figure 1   Our students' performance focus on students who failed.

 

Table 1   Correlation between theory and clinical skill examination.

  4th-year 5th-year 6th-year
 
Theroy (mean+SD) 70.6+6.7 67.9+6.0 70.6+8.0
Clinical skill (mean+SD)  65.5+7.7 72.1+6.1 69.5+6.0
Correlation between theory and clinical skill examination 0.41* 0.53* 0.29**

          *   p < 0.001 using Pearson's correlation coefficient 

          **  p < 0.001 using Spearman's rank correlation coefficient

Conclusion

The students’ performance that needed to be improved are clinical skill for 4th year students, theory for 5th year students, and both theory and clinical skill for the 6th year students. The correlation between theory and clinical skill is modest for the 4th and 5th year students but is poor for the 6th year students.

Take-home Messages

We should consider students’ learning experience and evaluation process in order to improve our students’ summative evaluation performance.

Background
Summary of Work
Summary of Results
Conclusion
Take-home Messages
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