{'fraction_non_alphanumeric': 0.01876172607879925, 'fraction_numerical': 0.0012507817385866166, 'mean_word_length': 5.666666666666667, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Skills development by medical students and the influence of prior experience: a study using evaluation by students and self‐assessment

Summary. Research was carried out into the effectiveness of an innovative, problem‐based introductory course which was designed to help medical students, within a traditional curriculum, to bridge the gap between theoretical study during the first 4 years and in‐service training during the next 2 years. Comparison of exit and entry self‐assessment ratings of students showed a marked rise for history‐taking and physical examination and a smaller rise for diagnosis and patient management. Cross‐study of these self‐assessment ratings and the background variable of past medical training showed that prior active experience within the health care system appeared to have a favourable influence on both history‐taking and more intellectual skills, notably diagnosis and patient management. History‐taking, however, could be taught as effectively during the introductory course. This was not so for the more intellectual skills. The results of this research plead for early active experience within the health care system during the medical curriculum, in order to give the students more insight into the clinical relevance of their theoretical studies. Evaluation by the students of the teaching formats used to reach the learning objectives was favourable, especially of those formats related to concrete practical skills such as live simulated (programmed) patients. It was rather unfavourable to self‐study facilities which provide more theoretical knowledge.