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Abstract Aim We aimed to evaluate an interactive problem-solving approach for teaching traumatology from perspectives of students and consider its implications on Faculty development. Methods A two hour problem-solving, interactive tutorial on traumatology was structured to cover main topics in trauma management. The tutorial was based on real cases covering specific topics and objectives. Seven tutorials (5-9 students in each) were given by the same tutor with the same format for fourth and fifth year medical students in Auckland and UAE Universities (n = 50). A 16 item questionnaire, on a 7 point Likert-type scale, focusing on educational tools, tutor-based skills, and student-centered skills were answered by the students followed by open ended comments. Results The tutorials were highly ranked by the students. The mean values of educational tools was the highest followed by tutor-centered skills and finally student-centered skills. There was a significant increase of the rating of studied attributes over time (F = 3.9, p = 0.004, ANOVA). Students' open ended comments were highly supportive of the interactive problem-solving approach for teaching traumatology. Conclusions The interactive problem-solving approach for tutorials can be an effective enjoyable alternative or supplement to traditional instruction for teaching traumatology to medical students. Training for this approach should be encouraged for Faculty development.

Context: Assessment of clinical confidence and competence of senior medical students during an obstetrics and gynaecology clerkship using an objective structured clinical examination (OSCE). Method: A questionnaire was distributed to senior medical students (n=47)to assess preand post-OSCE self-perceived confidence and competence in five clinical skills: history taking, performing pelvic examination, interacting and communicating with patients, clinical reasoning and dealing with difficult patient situations. Pre- and post-performance confidence levels were compared and correlated with OSCE scores. Results: The five clinical skills were significantly interrelated (p=0.001). There was no significant difference in OSCE performances between male (n=16) and female (n=31) students. Pre- and post-OSCE confidence in performing pelvic examination was significantly higher in female than male students (p=0.01). Post-OSCE confidence in clinical reasoning and dealing with difficult patient situations only were significantly increased in both groups (p=0.01 and p=0.02, respectively). Pre- and post-performance confidence levels were not significantly correlated to OSCE scores. Conclusion: Of five clinical skills rated, self-confidence in clinical reasoning skills and dealing with challenging or complex patient problems only were significantly increased after an OSCE assessing competence. The content of some of our OSCE stations thus enhance confidence in these skills but psychometric and other characteristics of the OSCE such as duration and performance feedback mechanisms need further investigation. [ABSTRACT FROM AUTHOR]

Objective: To explore junior and senior students' perceptions of their self-directed learning (SDL) capabilities in an innovative graduate-entry medical program and to determine the construct reliability of the survey instrument utilized., Methods: A cross-sectional survey design in which a self-report questionnaire was administered to undergraduate medical students (n=43) of King Saud bin Abdul Aziz University for Health Sciences, Riyadh in October 2008 and March 2009; soon after entry and in their year 3 of an integrated problem-based learning (PBL) program. The questionnaire sought self-assessment on 14 SDL capabilities., Results: Questionnaire construct reliability was high (Cronbach's alpha=0.945). Respondents had medium to high perceptions of their self-directed learning capabilities in areas that are among the main building-blocks of self-directed learning. In comparison to junior students, senior students had statistically significantly higher mean scores on 11 of 14 self-assessed SDL competencies (p<0.05)., Conclusion: Consistent with other studies of SDL in a graduate-entry PBL curriculum, most students perceived themselves as having moderate to high SDL capabilities. Knowledge of learners' perceived levels of self-directedness is helpful for both students and medical educators. By understanding learners' conceptions of their self-directed learning capabilities we can design evidence-based program modifications that are likely to promote intended curriculum objectives. Longitudinal studies are needed observing the application and stability of perceived capabilities.