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M L Marcy

Publications and source records attributed to M L Marcy.

7 recordsLinked to original sources
PubMed1993

Effects of examinee gender, standardized-patient gender, and their interaction on standardized patients' ratings of examinees' interpersonal and communication skills.

PURPOSE: To assess the effects of examinee gender, standardized-patient (SP) gender, and, in particular, their interaction on ratings made by SPs of examinees' interpersonal and communication skills in a performance-based examination of clinical competence. METHOD: The examination was administered to four classes of senior medical students (about 70 per class) at Southern Illinois University School of Medicine, 1988-1991. The skill dimensions tested were clarity of communication, thoroughness of explanation, professional manner, personal manner, and overall patient satisfaction. Split-plot analyses of variance were used. RESULTS: There was no interaction of examinee gender and SP gender for any of the five rating scales. There was no main effect of examinee gender for four of the five scales; however, for personal manner, women students were rated slightly higher than men students. There was a main effect of SP gender, but the effect was not consistent from rating scale to rating scale or from class to class. Nevertheless, differences in ratings given by men and women SPs should not be of psychometric concern, since the ratings of men and women examinees are necessarily affected alike. CONCLUSIONS: Except for the women examinee's higher performance in personal manner, the men and women examinees generally performed equally well with respect to interpersonal and communication skills, and they performed equally well regardless of the gender of the SP.

Analysis of Variance↗
PubMed1992

Six years of comprehensive, clinical, performance-based assessment using standardized patients at the Southern Illinois University School of Medicine.

By the end of 1990-91, the Southern Illinois University School of Medicine had had six years of experience with comprehensive, performance-based examinations of senior medical students' levels of clinical competence; this report assesses the psychometric aspects of the six examinations given during that period. The examinations were aimed at determining the students' readiness for postgraduate training. Compared with other clinical performance-based assessments that use standardized patients (SPs), these examinations had two important and unique features: (1) the examinations assessed a comprehensive range of clinical skills and reasoning; and (2) they approximated the challenges of real clinical practice wherein a practitioner's skills need to be orchestrated and prioritized in order to meet the challenges of the case encountered. Each year, the performance-based assessment given was an intensive clinical examination requiring each student to work up 13 to 18 SP problems over a three-day period. To administer an examination to an entire class of students took three weeks. Because all students after the first year of administration (1986) were required to pass these examinations, the fairness of test design and scoring and the setting of performance standards for the examinations became important issues for the faculty. The results, accumulated over six years and based on a total of 6,804 student-patient encounters involving 405 students, indicate that this kind of clinical performance-based examination can discriminate a wide range of students' clinical performances. The results provide evidence for the examinations' test security, content validity, construct validity, and reliability.

Clinical Clerkship↗
PubMed1984

Implementation and evaluation of a model geriatrics curriculum.

An evaluation of a case-based, problem-oriented, modular curriculum in geriatrics for medical students was designed by the authors to investigate (a) whether students would demonstrate cognitive knowledge gain in geriatrics, (b) whether students' attitudes toward the elderly would change favorably, (c) whether suggested learning activities in geriatrics would positively influence students' ratings of these activities in geriatrics, and (d) which institutional characteristics facilitate implementation of the new curriculum. The results indicated that using the modules did produce statistically significant gains in students' cognitive knowledge of geriatrics. Using the modules did not, however, influence the students' attitudes toward the elderly. Clinical or related learning activities involving elderly persons were rated positively by students; however, only two of the participating medical schools in the evaluation provided such experiences. Data from questionnaires and site visits identified several factors which may be helpful in the implementation of geriatrics or other new curricular material into existing curricular structures.

Aged↗