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Effective Tools and Methods for Evaluating the Clinical Performance of Medical Sciences Students: A Systematic Review

    Authors

    1 Internal-Surgery Department, Student Research Committee, Mashhad College of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran.

    2 Medical Science Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.

    3 Department of Internal Medicine - Surgery and Medical Education, Nursing and Midwifery Research Center, Mashhad College of Nursing and Midwifery, Mashhad University of Medical Sciences, Iran.

,

Document Type : Review Article

Abstract

Introduction: Despite the importance of clinical evaluation in performance-oriented fields of medical sciences, this field is still facing a challenge, one of the most important obstacles of which is the lack of familiarity with the evaluation goals of tools or methods and criticism of these tools and methods. The present study was conducted with the aim of introducing the tools and procedures for evaluating the clinical performance of medical students and the advantages and limitations of each of these tools and methods.
Materials & Methods: This systematic review is based on PRISMA 2020 guidelines and by searching for evidence in external and internal databases PubMed, Web of Science, CINAHL, Irandoc, Magiran and SID and Google scholar search engine using the keywords Clinical performance, Clinical evaluation, Clinical appraisal, Clinical examination, OSCE, Assessment tool, assessment standards, clinical assessment practices, medical sciences students and their Persian equivalents were carried out until 2023. The inclusion criteria included: high-quality articles (based on the risk of bias tools, ROB 2 and STORBE), English or Persian language, descriptive, quasi-experimental and interventional studies, qualitative or letter to the editor, studies focused on clinical evaluation methods or tools, and full-text studies. Finally, the clinical performance evaluation tools and methods extracted from the evidence were summarized and categorized.
Results: A total of 2031 article titles were determined, after screening and removing duplicates, 22 articles were included in the study for final analysis. The most common tools of evaluating students' clinical performance included: 1- structured observation and assessment of clinical performance (SOAP) (n=126), 2- Competency Inventory of Nursing Students (CINS) (n=4) and 3- Clinical Nursing Competence Questionnaire (CNCQ) (n=3). Also, the most common methods of evaluating students' performance and clinical skills included: 1- Objective structured clinical examination (OSCE) (n=2166), 2- Logbook (n=722) and 3- Direct observation of procedural skills (DOPS) and Mini Clinical Evaluation Exercise (Mini-CEX) (n = 53) that each of these tools and methods has unique objectives, advantages and limitations.
Conclusion: Considering the purpose of evaluation, psychometric characteristics, and the advantages and limitations of each method or tool, each or a combination of them can be used to evaluate students. Of course, it is suggested to modify these methods and tools by conducting studies in a way that is more practical for the clinical evaluation of students and facilitates its use.

Keywords

References
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Horizon of Medical Education Development
Volume 15, Issue 2
May 2024
Pages 69-81
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