The Logbook Effect on Clinical Learning of Interns in Internal Ward Rotation in Shiraz University of Medical Sciences

AUTHORS

Mahboobeh Saber 1 , * , M Saberi Firouzi 2 , F Azizi 3

1 Member, Educational development center, Shiraz University of Medical science

2 Faculty Member, Gastrointestinal research center

3 Professor, Endocrine Research Center, Research Institute for Endocrine Sciences, Shahid Beheshti University (M.C.)

How to Cite: Saber M, Saberi Firouzi M, Azizi F. The Logbook Effect on Clinical Learning of Interns in Internal Ward Rotation in Shiraz University of Medical Sciences, J Med Edu. 2008 ; 12(3 & 4):e105371. doi: 10.22037/jme.v12i3,4.1140.

ARTICLE INFORMATION

Journal of Medical Education: 12 (3 & 4); e105371
Published Online: August 01, 2009
Article Type: Research Article
Received: July 25, 2009
Accepted: August 01, 2009
Crossmark
Crossmark
CHECKING
READ FULL TEXT

Abstract

Background and purpose: The learning experiences of medical students happen in diverse settings.Logbook is a long known tool to manage and guide these experiences but the studies had varying results this study is an attempt to examine the educational benefits of logbooks .Methods: In this quasi-experimental study the externs were divided into to equivalent groups as intervention and control group. For the controls the routine program was delivered while logbook was used in addition to routine learning activities for intervention group. The students was examined with an OSCE and MCQ exam at completion of rotation. The results were compared.Results: Of 53 subjects, 28 were assigned in control groups and 25 were placed in intervention groups. The intervention groups’ performance on OSCE was not significantly different from control group (14.84±1.87 vs 13.93.2.15, P > 0.05). The intervention groups performance on 5 stations of OSCE assessing clinical skills compared with the control groups performance on these stations showed a significant difference of 6.4 out of 20 (P < 0.0001) while the intervention groups performance on 7 stations assessing factual knowledge compared with the control groups performance on these stations showed no significant difference (0.2, P > 0.05).Conclusion: The introduction of logbook was associated with increased clinical skills while no improvement of factual knowledge was observed.

Fulltext

The body of the article can be found in the PDF file.

References

  • 1.

    References are available in the PDF file

  • © 2008, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
    COMMENTS

    LEAVE A COMMENT HERE: