000			01786cam a2200181 4500500
005			20250204211057.0
041			_afre
042			_adc
100	1	0	_aCaré, Wéniko _eauthor
700	1	0	_a Lazareth, Hélène _eauthor
700	1	0	_a Flahault, Adrien _eauthor
245	0	0	_aAssessment of skills acquisition regarding hyponatremia in medical students using an objective structured clinical examination following different teaching methods
260			_c2024.
500			_a73
520			_aObjectives To assess the impact of teaching methods on skill acquisition in medical students, using an objective structured clinical examination (OSCE). Methods A study of medical students in France who received training in hyponatremia through lectures, interactive teaching, or reverse OSCE. Assessment of skills and knowledge using an evaluative OSCE. Results Among 77 students, the mean score ± standard deviation on the OSCE was 55 ± 15 points (2.5–90/100). Students using reverse OSCE as a teaching method scored significantly lower on both the test and the overall evaluation. However, this method was still preferred, even after adjusting for the year of study. A significant correlation between self-evaluation and test results was observed. Most students felt that the OSCE evaluation allowed them to measure their level of learning. Conclusion OSCE is a popular assessment method among medical students. However, reverse OSCE was not associated with improved results at evaluation, although a possible bias due to the center effect should be acknowledged.
786	0		_nNéphrologie & Thérapeutique | Volume 20 | 7 | 2024-12-24 | p. 623-631 | 1769-7255
856	4	1	_uhttps://shs.cairn.info/journal-nephrologie-therapeutique-2024-7-page-623?lang=en&redirect-ssocas=7080
999			_c1064970 _d1064970