Authors
1
Medical Doctor, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
2
Assistant Professor, Lungs, Sleep Medicine, Psychiatry and Behavioral Sciences Research Center, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
3
Assistant Professor, Internal Medicine, Department of Internal Medicine, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
4
Assistant Professor, Rheumatic Diseases Research Center, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
5
Assistant Professor, Department of Gastroenterology and Liver Diseases, Department of Liver and Gastroenterology, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
6
Assistant Professor, Nephrology, Kidney Transplant Complications Research Center, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iram.
7
Department of Internal Medicine, Faculty of Medicine ,Mashhad University of Medical Sciences, Mashhad, Iran
8
Assistant Professor, Endocrinology and Metabolism, Metabolic Syndrome Research Center, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
,
Document Type : Original Article
Abstract
Introduction: The recent technological advancement has regrettably resulted in the preference of para clinical services over physical examination by physicians. This study is carried out to evaluate a new (remote learning) method for better instruction of physical examination skills to the first-year internal medicine residents as a sample of medical population and using available equipment.
Materials & Methods: This Quasi-Experiment study was carried out on 11 first-year internal medicine residents in 2019. Residents initially were assessed in an Objective Structured Clinical Examination (OSCE) based on a standard checklist. Then, online learning resources in the form of videos from 7 common headlines of internal diseases were provided for one month. Residents were re-evaluated in the next OSCE.
Results: Comparison of the scores of all stations before and after the intervention showed that intervention has increased the average of total score of residents significantly. It should be noted that in all stations the difference was significant in all station (P<0/001) except the station of chronic bronchitis (P=0.243).
Conclusion: this study showed that using virtual learning resources can be a proper method for enhancing the level of competency in clinical examination of residents.
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