726
Views
8
CrossRef citations to date
0
Altmetric
Educational Case Reports

Analysis of a Near Peer Tutoring Program to Improve Medical Students’ Note Writing Skills

ORCID Icon, , &

References

  • Association of American Medical Colleges. Core entrustable professional activities for entering residency. 2014. https://www.aamc.org/what-we-do/mission-areas/medical-education/cbme/core-epas/publications. Accessed January 30, 2020.
  • Yudkowsky R, Park YS, Hyderi A, Bordage G. Characteristics and implications of diagnostic justification scores based on the new patient note format of the USMLE step 2 CS exam. Acad Med. 2015;90(11 Suppl):S56–S62. doi:10.1097/ACM.0000000000000900.
  • Boulet JR, Rebbecchi TA, Denton EC, McKinley DW, Whelan GP. Assessing the written communication skills of medical school graduates. Adv Health Sci Educ Theory Pract. 2004;9(1):47–60. doi:10.1023/B:AHSE.0000012216.39378.15.
  • Macmillan MK, Fletcher EA, Champlain AF, Klass DJ. Assessing post-encounter note documentation by examinees in a field test of a nationally administered standardized patient test. Acad Med. 2000;75(Supplement):S112–S4. doi:10.1097/00001888-200010001-00036.
  • Wood DL. Documentation guidelines: evolution, future direction, and compliance. Am J Med. 2001;110(4):332–334. doi. doi:10.1016/S0002-9343(00)00748-8.
  • Edwards M, Moczygemba J. Reducing medical errors through better documentation. Health Care Manag (Frederick). 2004;23(4):329–333. doi. doi:10.1097/00126450-200410000-00007.
  • Villamanan E, Larrubia Y, Ruano M, Herrero A, Alvarez-Sala R. Strategies for improving documentation and reducing medication errors related to drug allergy. Int J Clin Pharm. 2011;33(6):879–880. doi:10.1007/s11096-011-9578-y.
  • Liu W, Manias E, Gerdtz M. Medication communication through documentation in medical wards: knowledge and power relations. Nurs Inq. 2014;21(3):246–258. doi:10.1111/nin.12043.
  • Hammer RR, Rian JD, Gregory JK, et al. Telling the patient’s story: using theatre training to improve case presentation skills. Med Human. 2011;37(1):18–22. doi:10.1136/jmh.2010.006429.
  • Park YS, Lineberry M, Hyderi A, Bordage G, Riddle J, Yudkowsky R. Validity evidence for a patient note scoring rubric based on the new patient note format of the United States Medical Licensing Examination. Acad Med. 2013;88(10):1552–1557. doi:10.1097/ACM.0b013e3182a34b1e.
  • Seo JH, Kong HH, Im SJ, et al. A pilot study on the evaluation of medical student documentation: assessment of SOAP notes. Korean J Med Educ. 2016;28(2):237–241. doi:10.3946/kjme.2016.26.
  • Williams RG, Klamen DL, Markwell SJ, Cianciolo AT, Colliver JA, Verhulst SJ. Variations in senior medical student diagnostic justification ability. Acad Med. 2014;89(5):790–798. doi:10.1097/ACM.0000000000000215.
  • Rowlands S, Coverdale S, Callen J. Documentation of clinical care in hospital patients’ medical records: A qualitative study of medical students’ perspectives on clinical documentation education. Him J. 2016;45(3):99–106. doi:10.1177/1833358316639448.
  • Oxentenko AS, West CP, Popkave C, Weinberger SE, Kolars JC. Time spent on clinical documentation: a survey of internal medicine residents and program directors. Arch Intern Med. 2010;170(4):377–380. doi:10.1001/archinternmed.2009.534.
  • Hudson JN, Tonkin AL. Clinical skills education: outcomes of relationships between junior medical students, senior peers and simulated patients. Med Educ. 2008;42(9):901–908. doi:10.1111/j.1365-2923.2008.03107.x.
  • Agius A, Calleja N, Camenzuli C, et al. Perceptions of first-year medical students towards learning anatomy using cadaveric specimens through peer teaching. Anat Sci Educ. 2017;11(4):346–357. doi:10.1002/ase.1751.
  • Bene KL, Bergus G. When learners become teachers: a review of peer teaching in medical student education. Fam Med. 2014;46(10):783–787.
  • Bennett SR, Morris SR, Mirza S. Medical students teaching medical students surgical skills: the benefits of peer-assisted learning. J Surg Educ. 2018;75(6):1471–1474. doi:10.1016/j.jsurg.2018.03.011.
  • Ten Cate O, Durning S. Peer teaching in medical education: twelve reasons to move from theory to practice. Med Teach. 2007;29(6):591–599. doi:10.1080/01421590701606799.
  • Cohen J. Statistical Power Analysis for the Behavioral Sciences. New York, NY: Routledge Academic; 1988.
  • Wolf FM. Meta-Analysis: Quantitative Methods for Research Synthesis. Beverly Hills, CA: Sage; 1986.
  • Green EH, DeCherrie L, Fagan MJ, Sharpe BA, Hershman W. The oral case presentation: what internal medicine clinician-teachers expect from clinical clerks. Teach Learn Med. 2011;23(1):58–61. doi:10.1080/10401334.2011.536894.
  • Bienstock JL, Katz NT, Cox SM, Hueppchen N, Erickson S, Puscheck EE. To the point: medical education reviews–providing feedback. Am J Obstet Gynecol. 2007;196(6):508–513. doi:10.1016/j.ajog.2006.08.021.
  • Peitzman SJ, Cuddy MM. Performance in physical examination on the USMLE step 2 clinical skills examination. Acad Med. 2015;90(2):209–213. doi:10.1097/ACM.0000000000000570.
  • Bergl PA, Taylor AC, Klumb J, Quirk K, Muntz MD, Fletcher KE. Teaching physical examination to medical students on inpatient medicine teams: a prospective, mixed-methods descriptive study. J Hosp Med. 2018;13(6):399–402. doi:10.12788/jhm.2972.
  • Kugler J, Verghese A. The physical exam and other forms of fiction. J Gen Intern Med. 2010;25(8):756–757. doi:10.1007/s11606-010-1400-3.
  • Hirschtick RE. A piece of my mind. Copy-and-paste. JAMA. 2006;295(20):2335–2336. doi:10.1001/jama.295.20.2335.
  • Rudaz A, Gut AM, Louis-Simonet M, Perrier A, Vu NV, Nendaz MR. Acquisition of clinical competence: added value of clerkship real-life contextual experience. Med Teach. 2013;35(2):e957–e962. doi:10.3109/0142159X.2012.714887.
  • Han H, Roberts NK, Korte R. Learning in the real place: medical students’ learning and socialization in clerkships at one medical school. Acad Med. 2015;90(2):231–239. doi:10.1097/ACM.0000000000000544.
  • Williams RG, Klamen DL. Examining the diagnostic justification abilities of fourth-year medical students. Acad Med. 2012;87(8):1008–1014. doi:10.1097/ACM.0b013e31825cfcff.
  • Benjamin L, Benjamin G, Benjamin C, Selfridge N. STEPS in the basic clinical skills curriculum. Med Teach. 2018;40(6):569–572. doi:10.1080/0142159X.2018.1438592.
  • Hammoud MM, Dalrymple JL, Christner JG, et al. Medical student documentation in electronic health records: a collaborative statement from the Alliance for Clinical Education. Teach Learn Med. 2012;24(3):257–266. doi:10.1080/10401334.2012.692284.
  • Denton GD, Durning SJ, Hemmer PA, Pangaro LN. A time and motion study of the effect of ambulatory medical students on the duration of general internal medicine clinics. Teach Learn Med. 2005;17(3):285–289. doi:10.1207/s15328015tlm1703_15.
  • Szauter KM, Ainsworth MA, Holden MD, Mercado AC. Do students do what they write and write what they do? The match between the patient encounter and patient note. Acad Med. 2006;81(Suppl):S44–S47. doi. doi:10.1097/00001888-200610001-00012.
  • Kumar A, Chi J. CMS Billing Guidelines and Student Documentation: a New Era or New Burden? J Gen Intern Med. 2019;34(4):634–635. doi:10.1007/s11606-019-04853-7.
  • Daelmans HE, Hoogenboom RJ, Donker AJ, Scherpbier AJ, Stehouwer CD, van der Vleuten CP. Effectiveness of clinical rotations as a learning environment for achieving competences. Med Teach. 2004;26(4):305–312. doi:10.1080/01421590410001683195.
  • Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Mastery learning for health professionals using technology-enhanced simulation: a systematic review and meta-analysis. Acad Med. 2013;88(8):1178–1186. doi:10.1097/ACM.0b013e31829a365d.
  • Gregory A, Walker I, McLaughlin K, Peets AD. Both preparing to teach and teaching positively impact learning outcomes for peer teachers. Med Teach. 2011;33(8):e417–e422. doi:10.3109/0142159X.2011.586747.
  • Peets AD, Coderre S, Wright B, et al. Involvement in teaching improves learning in medical students: a randomized cross-over study. BMC Med Educ. 2009;9(1):55. doi:10.1186/1472-6920-9-55.
  • Dandavino M, Snell L, Wiseman J. Why medical students should learn how to teach. Med Teach. 2007;29(6):558–565. doi:10.1080/01421590701477449.
  • Hodges B. OSCE! Variations on a theme by Harden. Med Educ. 2003;37(12):1134–1140. doi. doi:10.1111/j.1365-2923.2003.01717.x.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.