Skip Navigation LinksHome > March 2014 - Volume 347 - Issue 3 > Evaluation of an Advanced Physical Diagnosis Course Using Co...
American Journal of the Medical Sciences:
doi: 10.1097/MAJ.0b013e3182831798
Clinical Investigation

Evaluation of an Advanced Physical Diagnosis Course Using Consumer Preferences Methods: The Nominal Group Technique

Coker, Joshua BS; Castiglioni, Analia MD; Kraemer, Ryan R. MD; Massie, F. Stanford MD; Morris, Jason L. MD; Rodriguez, Martin MD; Russell, Stephen W. MD; Shaneyfelt, Terrance MD, MPH; Willett, Lisa L. MD; Estrada, Carlos A. MD, MS

Collapse Box

Abstract

Background:

Current evaluation tools of medical school courses are limited by the scope of questions asked and may not fully engage the student to think on areas to improve. The authors sought to explore whether a technique to study consumer preferences would elicit specific and prioritized information for course evaluation from medical students.

Methods:

Using the nominal group technique (4 sessions), 12 senior medical students prioritized and weighed expectations and topics learned in a 100-hour advanced physical diagnosis course (4-week course; February 2012). Students weighted their top 3 responses (top = 3, middle = 2 and bottom = 1).

Results:

Before the course, 12 students identified 23 topics they expected to learn; the top 3 were review sensitivity/specificity and high-yield techniques (percentage of total weight, 18.5%), improving diagnosis (13.8%) and reinforce usual and less well-known techniques (13.8%). After the course, students generated 22 topics learned; the top 3 were practice and reinforce advanced maneuvers (25.4%), gaining confidence (22.5%) and learn the evidence (16.9%). The authors observed no differences in the priority of responses before and after the course (P = 0.07).

Conclusions:

In a physical diagnosis course, medical students elicited specific and prioritized information using the nominal group technique. The course met student expectations regarding education of the evidence-based physical examination, building skills and confidence on the proper techniques and maneuvers and experiential learning. The novel use for curriculum evaluation may be used to evaluate other courses—especially comprehensive and multicomponent courses.

Copyright © 2013 by the Southern Society for Clinical Investigation

Login

Article Tools

Share

Search for Similar Articles
You may search for similar articles that contain these same keywords or you may modify the keyword list to augment your search.