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Academic Leadership Journal

Abstract

Medical school faculty must foster high-quality patient care while simultaneously assessing the clinical skills and reasoning of students in order to promote their independent functioning in the clinical setting. A growing concern noted across medical faculty is that students may complete their undergraduate medical studies without sufficient understanding of how simple clinical tasks are done with real patients. These concerns have been validated by results from numerous studies that have reported many medical students express a lack of confidence and competence to critically evaluate patient needs based on data, a factor that has been linked to problems in performance and patient safety (Radcliffe and Lester 2003; Seabrook 2004; Chumley et al. 2005; Patey et al. 2007).

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