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Medical Teacher Volume 26, 2004 - Issue 5
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The Clinical Teacher

Assessing the head-to-toe physical examination skills of medical students

Rachel Yudkowsky Department of Medical Education, University of Illinois at Chicago College of Medicine, Chicago, IL, USACorrespondence[email protected]
,
Steven Downing Department of Medical Education, University of Illinois at Chicago College of Medicine, Chicago, IL, USA
,
Debra Klamen Department of Medical Education, University of Illinois at Chicago College of Medicine, Chicago, IL, USA
,
Maureen Valaski Department of Medical Education, University of Illinois at Chicago College of Medicine, Chicago, IL, USA
,
Barbara Eulenberg Department of Medical Education, University of Illinois at Chicago College of Medicine, Chicago, IL, USA
&
Mihaela Popa Department of Medical Education, University of Illinois at Chicago College of Medicine, Chicago, IL, USA
Pages 415-419 | Published online: 11 Nov 2014

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Read on this site (4)

Subha Ramani. (2015) Applying the Holmes method to physical examination: The reflective exam. Medical Teacher 37:8, pages 787-788.
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Melisa Martin, Michael W. Hubble, Marianne Hollis & Michael E. Richards. (2012) Interevaluator Reliability of a Mock Paramedic Practical Examination. Prehospital Emergency Care 16:2, pages 277-283.
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Sharon S. Allen, Jane Miller, Edward Ratner & Jamie Santilli. (2011) The educational and financial impact of using patient educators to teach introductory physical exam skills. Medical Teacher 33:11, pages 911-918.
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Hiroshi Nishigori, Kozo Masuda, Makoto Kikukawa, Atsushi Kawashima, Rachel Yudkowsky, Georges Bordage & Junji Otaki. (2011) A model teaching session for the hypothesis-driven physical examination. Medical Teacher 33:5, pages 410-417.
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Articles from other publishers (15)

LilyAnne Jewett, Samuel Clarke, Erin Griffin & Aaron Danielson. (2024) Core and cluster or head to toe?: a comparison of two types of curricula for teaching physical examination skills to preclinical medical students. BMC Medical Education 24:1.
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Melanie KeifferMindi AndersonDawn O. EckhoffChristopher W. BlackwellSteven TalbertAnn Marie Parker. (2021) Standardizing nurse practitioner student evaluation during high-stakes clinical examinations. Journal of the American Association of Nurse Practitioners 33:12, pages 1240-1246.
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Robert Bowers, David Neuberger, Christopher Williams, Lee Kneer & Walter Sussman. (2021) The Impact of an Ultrasound Curriculum on the Accuracy of Resident Joint Line Palpation. PM&R 13:11, pages 1261-1265.
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S. Sanges, M.-M. Farhat, M. Assaraf, J. Galland, E. Rivière, C. Roubille, M. Lambert, C. Yelnik, H. Maillard, V. Sobanski, G. Lefèvre, D. Launay, S. Morell-Dubois & E. Hachulla. (2020) Raising rare disease awareness using red flags, role play simulation and patient educators: results of a novel educational workshop on Raynaud phenomenon and systemic sclerosis. Orphanet Journal of Rare Diseases 15:1.
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Sharon Allen, Andrew Olson, Jeremiah Menk & James Nixon. (2017) Hypothesis-driven physical examination curriculum. The Clinical Teacher 14:6, pages 417-422.
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Martin Sattelmayer, Roger Hilfiker & Gillian Baer. (2017) A systematic review of assessments for procedural skills in physiotherapy education / Assessment von prozeduralen Fähigkeiten in der physiotherapeutischen Ausbildung: Ein systematischer Review. International Journal of Health Professions 4:1, pages 53-65.
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Bashar S. Staitieh, Ramin Saghafi, Jordan A. Kempker & David A. Schulman. (2016) Teaching a Hypothesis-driven Physical Diagnosis Curriculum to Pulmonary Fellows Improves Performance of First-Year Medical Students. Annals of the American Thoracic Society 13:4, pages 489-494.
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Catharina M Haring, Bernadette M Cools, Jos WM van der Meer & Cornelis T Postma. (2014) Student performance of the general physical examination in internal medicine: an observational study. BMC Medical Education 14:1.
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Rachel Yudkowsky, Sumant Tumuluru, Paul Casey, Nikki Herlich & Cindy Ledonne. (2014) A Patient Safety Approach to Setting Pass/Fail Standards for Basic Procedural Skills Checklists. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 9:5, pages 277-282.
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Toshiko Uchida, Jeanne M. Farnan, Jennifer E. Schwartz & Heather L. Heiman. (2014) Teaching the Physical Examination. Academic Medicine 89:3, pages 373-375.
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Rachel Yudkowsky, Junji Otaki, Tali Lowenstein, Janet Riddle, Hiroshi Nishigori & Georges Bordage. (2009) A hypothesis-driven physical examination learning and assessment procedure for medical students: initial validity evidence. Medical Education 43:8, pages 729-740.
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Lonneke Bokken, Tim Linssen, Albert Scherpbier, Cees van der Vleuten & Jan-Joost Rethans. (2009) Feedback by simulated patients in undergraduate medical education: a systematic review of the literature. Medical Education 43:3, pages 202-210.
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Reed G. Williams, Debra L. Klamen, David Mayer, Maureen Valaski & Nicole K. Roberts. (2007) A Sampling Strategy for Promoting and Assessing Medical Student Retention of Physical Examination Skills. Academic Medicine 82:Suppl, pages S22-S25.
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Pirashanthie Vivekananda‐Schmidt, Martyn Lewis, David Coady, Catherine Morley, Lesley Kay, David Walker & Andrew B. Hassell. (2007) Exploring the use of videotaped objective structured clinical examination in the assessment of joint examination skills of medical students. Arthritis Care & Research 57:5, pages 869-876.
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Rachel Yudkowsky, Steven M. Downing & Leslie J. Sandlow. (2006) Developing an Institution-Based Assessment of Resident Communication and Interpersonal Skills. Academic Medicine 81:12, pages 1115-1122.
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