Background

Undergraduate medical students should learn oral presentation skills, which are central to physician-physician communication. The purpose of this study was to compare checklist scores with global ratings for evaluation of oral case presentation and to investigate interrater agreement in the scoring of checklists.

Methods

The study group included twenty-one teams of undergraduate medical students who did clerkship for 2 weeks in the department of Laboratory Medicine of Mokdong Hospital, School of Medicine, Ewha Womans University from January 2005 to October 2006. Three faculty raters independently evaluated oral case presentations by checklists, composing of 5 items. A consensus scores of global ratings were determined after discusssion. Inter-rater agreement was measured using intraclass correlation coefficient(ICC). As the ICC values approaches 1.0, it means higher inter-rater agreement.

Results

The mean of consensus global ratings was significantly higher than that of checklists by three faculty raters(12.6±1.7 vs 11.1±2.0, P<0.001). Spearman's correlation coefficient between global ratings and checklist scores was r=0.82(P<0.01). The overall scores of checklist were significantly different among three raters (12.3±2.0, 10.8±2.8, 10.0±2.7, P<0.05). ICC values in the scoring of checklists were as follows ; for overall scores, 0.750 ; for individual checklist items, 0.350-0.753.

Conclusions

These results suggest that checklist scores by faculty raters could be one of the most useful tools for evaluation of oral case presentation, if checklist would be modified to make less ambiguous and more objective and faculty raters would have opportunities to be educated and trained for evaluation skills of oral case presentation.

Citations

• Comparison of Standardized Patient and Faculty Agreement in Evaluating Nursing Students’ Assessment and Communication Skills
  Young Ju Kim
  Journal of Korean Academy of Fundamentals of Nursing.2017; 24(3): 189.     CrossRef

Purpose
Clinical fieldwork in genetic counseling education is constrained by limited training sites, shortages of clinical supervisors, and administrative burdens. Simulation-based learning, including role-play, has therefore been used to support development of counseling competencies. This study described the development, implementation, operational structure, and feasibility of a role-play-based practicum in a graduate genetic counseling program.
Methods
This retrospective descriptive report was based on Genetic Counseling Practicum, a spring 2024 course for 11 third-semester students in a graduate genetic counseling program in South Korea. Twenty-two role-play scenarios were developed, including 11 hereditary cancer cases and 11 pediatric or adult genetic disorder cases. The scenarios simulated pretest and posttest encounters during a 6-week, 2-block practicum. Students alternated between counselor and counselee roles, recorded sessions outside class time, and received domain-guided peer and faculty feedback.
Results
The scenarios covered patient ages from infancy to late adulthood and included somatic and germline pathogenic variants, a negative multigene panel result, and chromosomal or epigenetic abnormalities. All 22 planned sessions were completed and recorded as scheduled, and all 11 students completed their assigned sessions. The planned assignment, recording, review, and feedback procedures were completed without documented omissions. Approximately 11 scheduled class hours were devoted to feedback, and no external clinical sites or supervisors were required.
Conclusion
This study presents an operationally feasible model for a role-play-based practicum with diverse scenarios in a graduate genetic counseling curriculum. It may serve as a practical reference for programs considering similar simulation-based training.