Hazim Alhiti Method for Scoring the Medical Students in Clinical Examinations
Received: 29-Jan-2022, Manuscript No. ejbi-22-53468; Editor assigned: 31-Jan-2022, Pre QC No. ejbi-22-53468; Reviewed: 14-Feb-2022 QC No. ejbi-22-53468; Revised: 17-Feb-2022, Manuscript No. ejbi-22-53468; Published: 24-Feb-2022, DOI: 10.24105/ejbi.2022.18.2.11-13
Citation: Alhiti HAR (2022). Hazim Alhiti Method for Scoring the Medical Students in Clinical Examinations. EJBI. 18(2):11-13.
This open-access article is distributed under the terms of the Creative Commons Attribution Non-Commercial License (CC BY-NC) (http://creativecommons.org/licenses/by-nc/4.0/), which permits reuse, distribution and reproduction of the article, provided that the original work is properly cited and the reuse is restricted to noncommercial purposes. For commercial reuse, contact submissions@ejbi.org
Abstract
Background: The history taking and Physical examinations are the standard tasks of the physicians for a comprehensive patient review to reach a differential diagnosis, and then decide the final diagnosis. Objectives: for mini-reviewing the topic of clinical assessments of medical students then put my personal rating scale to assess the clinical skills of the medical students I, Hazim Abdul Rahman Alhiti, the author of this article, am an academic lecturer in the medical college-University of Fallujah; from my experience as a supervisor in many clinical assessments of medical students put a personal rating scale to assess the clinical skills of the medical students. Conclusion: This scale evaluates the clinical skills of medical students in their clinical setting. I recommended it in colleges of medicine.
Keywords
Score, Medical, Students, Clinical, Examinations
Introduction
The medical college denotes an academic institution where a student studies medical sciences and trains clinical practices. Moreover, the student may study any post- graduate courses in various specialized medical branches plus trains in that clinical branch. Further, the medical college will qualify those careers for identified medical certification. Hence, the medical college is a government-recognized educational institution that verified doctors plus surgeons [1].
The medical student refers to an individual tracking a medical college study. Furthermore, this student must complete the sixyear medical study plus passing the required examinations will earn a degree as a physician or a surgeon. The medical student can be from either gender, is eligible by law to study, and has recognized physical plus mental qualifications [2].
In academic teaching, a student assessment is a verified plus lecturer supervised examination to display the students‘ understanding and proficiency in the specialization of the test. Hereafter, the candidate passes the examination if he answers the recognized questions similar to the typical answers specified by the lecturer. Furthermore, the examiner could or could not be attending during the test. Subsequently, the questions are of various styles: an on-screen examination, a written quiz, or a clinical skill assessment [3].
The history taking and Physical examinations are the standard tasks of the physicians for a comprehensive patient review to reach a differential diagnosis, and then decide the final diagnosis. Therefore, the medical student practices a perfect clinical analysis by a direct interview for best patient management. Subsequently, the supervisor academic lecturer tested the medical students on clinical skills in a teaching hospital. Medical education stands as medical science, and the art advanced significantly in the last ten years. Further, the application of virtual technologies and electronic media provoke hand on teaching plus self-learning on Problem Based cases. Thus, active learning enhances a better student approach to problem-solving skills [4].
Clinical education in medical colleges varies over the nations, and even in each college within the same country. Therefore, there is a broad scope of academic strategies to assess medical college students‘ skills nowadays functional. These are patient management problems, essay questions, modified essay questions checklists, OSCE stations, Constructed Response Questions, rating scales, MCQs, student projects, Critical reading papers, portfolios, extended matching objects, long case assessment, tutor reports, short case assessment, simulated patient surgeries, log-book, patient- report, video assessment, simulators, selfassessment, standardized patients, plus peer assessment [5].
Direct Observation of Clinical Skills is one of these organized educational scales to assess and give the supervisor good feedback on student‘s clinical skills. Accordingly, the efficiency of each clinical skill requires a form that includes the student‘s wisdom of the procedure, procedure practice, skill procedure, communication, and aseptic method [5].
I, Hazim Abdul Rahman Alhiti, the author of this article, am an academic lecturer in the medical college-University of Fallujah; from my experience as a supervisor in many clinical assessments of medical and nursing students put a personal rating scale to assess the clinical skills of the medical students. Accordingly, this scale can effectively evaluate the clinical skills of medical students in their clinical setting (Table 1).
| Checklist of the student's skills | Student's name | Examiner | Final degree | |
|---|---|---|---|---|
| 1 | The skill of history taking | |||
| 2 | The skill of physical exam | |||
| 3 | The skill of presenting the data | |||
| 4 | The skill of analyzing the collected data | |||
| 5 | Language use | |||
| 6 | Self-confidence | |||
| 7 | Self-defense | |||
| 8 | Medical knowledge | |||
| 9 | Intelligence thinking | |||
| 10 | Doctor ethics |
Table 1: Hazim Alhiti Method for Scoring the Medical Students in Clinical Examinations
Each examiner holds a checklist paper and records the opinion regarding the student‘s skill in clinical assessment. Accordingly, each examiner put a number scale from 0-10 in a related column. Hence, the weak student performance owns 0-4, while the medium student performance owns 5-7, and the best student performance owns 8-10. Subsequently, examiner satisfaction is the principal tool to judge the student‘s skill Figure 1. Hazim Alhiti scale for scoring the Medical Students in Clinical Examinations.
Figure 1: Flowchart of proposed FLD prediction.
Discussion
In academic education, the examiners want to verify fair scale and perfect judgment of the involved candidates. Moreover, the medical colleges around the developed countries applied many advanced technologies to put their students in actual or semi-actual doctor situations. Hence, the aim is to honor perfect medical candidates and verified medical students. Subsequently, the medical student passes the quiz if he responds in a recognized manner. Furthermore, the examiners might charge their students in a critical medical decision [6].
The scoring of medical students in many medical colleges depends on the candidate‘s approach and medical knowledge. But, these scores rarely score ethical self- confidence and selfdefense. Accordingly, the examiners in their classic examinations focus on the medical knowledge point of view. Therefore, the result is a medical student with good, medium, or weak medical knowledge [7].
In my checklist, there are multiple assessments of medical students‘ skills. Furthermore, I assess the medical candidate in an organized manner in a paper held by every examiner during the clinical examinations. Subsequently, the examiner judges the student‘s skills on a 0-10 scale according to his performance during the task. In my checklist, each examiner puts the fair score in a logical judgment according to the medical student‘s performance [8]. Subsequently, the fluency of student action is not affected. Moreover, the examiner does not disturb the examination room nor interrupt the hospital word work.
Conclusion
Hazim Alhiti Method for Scoring the Medical Students in Clinical Examinations is a comprehensive strategy for a fair judgment of medical students.
REFERENCES
- Hamdy H, Medical College of the Future: from Informative to Transformative. Medical Teacher. 2018; 40(10): 986-989.
- Mehmood M, Rehman R, Fatima SS, Rana Z, Baig I and Iqbal MP. Teaching-learning and assessment activities: Role in a basic sciences department of a medical college. Pak J Physiol. 2018; 14(1):44-51.
- Paranjape K, Schinkel M, Panday RN, Car J, Nanayakkara P. Introducing artificial intelligence training in medical education. JMIR Med Educ. 2019; 5(2):e16048.
- Gruppen L, Ten-Cate O, Lingard LA, Teunissen PW, Kogan JR. Enhanced Requirements for Assessment in a Competency-Based, Time-Variable Medical Education System. Acad Med. 2018; 93(1):S17-S21.
- Rietmeijer C, Huisman D, Blankenstein AH, De Vries H, Scheele F, Kramer AWM, et al. Patterns of direct observation and their impact during residency: general practice supervisors’ views. Medical Education. 2018; 52:981-991.
- Boulet J, Durning SJ. What we measure and what we should measure in medical education. Medical Education. 2020; 53(1):86-94.
- Cianciolo A, Lavoie N, Parker JDA. Machine Scoring of Medical Students’ Written Clinical Reasoning: Initial Validity Evidence. Academic Medicine. 2021; 96(7):1026-1035.
- Al‐Ani M, Alhiti HAR, Al‐Ani RK. The Impact of Electronic‐Learning on Iraqi Students. AJNH. 2021; 1:1-5.
Indexed at, Google Scholar, Cross Ref
Indexed at, Google Scholar, Cross Ref
Indexed at, Google Scholar, Cross Ref
Indexed at, Google Scholar, Cross Ref
Indexed at, Google Scholar, Cross Ref
Indexed at, Google Scholar, Cross Ref