A model for evaluating the history taking and physical examination skills of medical students

Abstract

As indicated by George Engel (1982) the instructor being present while a student takes a history and performs a physical examination has been notoriously lacking in the clinical years of a medical student's education. Similarly in the pre-clinical Introduction to Clinical Medicine courses when basic instruction in these skills are taught, the incompatibilities of the instructor's and student's schedules make review with the instructor difficult. These incompatibilities make valid assessment of the student's skills difficult and feedback to the student almost non-existent. This study demonstrates the use of simultaneous recorded running commentary to enhance videotape as a means of providing meaningful feedback to the student that aids learning and a valid means of assessing the skills of the student.