Measuring Quality of Medical Student Performance at Contextualizing Care
NCT ID: NCT01088438
Last Updated: 2011-05-06
Study Results
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View full resultsBasic Information
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COMPLETED
NA
189 participants
INTERVENTIONAL
2008-07-31
2010-06-30
Brief Summary
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Detailed Description
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The goal of this project is to demonstrate and provide validity evidence for an innovative standardized patient (SP) method of assessing medical students in the clinical years on their ability to detect and respond to individual contextual factors in a patient encounter that overcomes the aforementioned challenges.
During the project, fourth-year medical students participating in a Medicine sub-internship will be randomized to an intervention group or a control group; the intervention group will receive additional training in the application of qualitative methodology to elicit and incorporate contextual factors in the clinical encounter. All students will participate in an SP assessment consisting of four SPs, blinded to trial arm, presenting cases with and without important biomedical and contextual factors in a counterbalanced factorial design. Performance will be compared between trial arms. In addition, performance will be compared with United States Medical Licensing Exam (USMLE) Step 2 clinical knowledge scores to determine whether contextualizing ability is independent of clinical knowledge, and consistency of performance across individual SP cases will be studied to determine the number of cases necessary to achieve sufficient reliability for the assessment to be used.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
SINGLE
Study Groups
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Contextualization workshop
A four-hour course on contextualization.
Contextualization workshop
A four-hour course on contextualization.
Control
No intervention
No interventions assigned to this group
Interventions
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Contextualization workshop
A four-hour course on contextualization.
Eligibility Criteria
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Inclusion Criteria
21 Years
ALL
No
Sponsors
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The National Board of Medical Examiners
OTHER
University of Illinois at Chicago
OTHER
Responsible Party
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University of Illinois at Chicago
Principal Investigators
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Alan Schwartz, PhD
Role: PRINCIPAL_INVESTIGATOR
University of Illinois at Chicago
Locations
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University of Illinois at Chicago
Chicago, Illinois, United States
Countries
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References
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Schwartz A, Weiner SJ, Harris IB, Binns-Calvey A. An educational intervention for contextualizing patient care and medical students' abilities to probe for contextual issues in simulated patients. JAMA. 2010 Sep 15;304(11):1191-7. doi: 10.1001/jama.2010.1297.
Other Identifiers
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NBME0708-12
Identifier Type: -
Identifier Source: org_study_id
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