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Performance of emergency medicine residents on a novel practice examination using visual stimuli

Published online by Cambridge University Press:  21 May 2015

Danielle Blouin ,
Luigi Eugene Dagnone  and
Robert McGraw
Danielle Blouin*
Affiliation:
Department of Emergency Medicine, Queen's University, Kingston, Ont.
Luigi Eugene Dagnone
Affiliation:
Department of Emergency Medicine, Queen's University, Kingston, Ont.
Robert McGraw
Affiliation:
Department of Emergency Medicine, Queen's University, Kingston, Ont.
*
Emergency Department, Queen's University, 76 Stuart St., Kingston ON K7L 2V7

Abstract

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Objectives:

In 2004, the format of the Royal College of Physicians and Surgeons of Canada certification exam in Emergency Medicine was modified to include an audiovisual session. Residents' performance on such stimuli is unknown. This study aims to determine the performance of Emergency Medicine postgraduate year 5 (PGY-5) on a novel practice examination using visual stimuli, in an effort to guide residents' preparatory study, and to help educators focus the teaching related to visual stimuli.

Methods:

In this prospective observational study, 30 PGY-5 residents from 12 Emergency Medicine programs across Canada participated in a practice examination in which they had to answer 133 questions related to 80 visual stimuli. The stimuli included electrocardiograms, medical imaging and clinical photographs. Three experienced faculty provided “reference standard” answers for the visual stimuli. For analysis purpose, stimuli were classified into 9 clinical domains, outlined in The Model of the Clinical Practice of Emergency Medicine.

Results:

Insufficient question numbers in 3 domains prevented reliable inferences. Correct answers were given for 65% of remaining questions, with the following domain distribution: 69% respiratory, 64% trauma, 73% cardiovascular, 62% head–eyes–ears–nose–throat (HEENT), 63% musculoskeletal and 69% cutaneous. Seventy-four percent of ECGs, 64% of imaging, and 62% of photograph-related questions were answered correctly. Incorrect answers were related to a lack of knowledge as well as imprecise or incomplete responses.

Conclusions:

PGY-5 subjects scored lowest in the HEENT and musculoskeletal domains. Medical educators should emphasize these domains in their teaching, and insist on precision and completeness of answers.

Keywords

postgraduate educationvisual stimulusteaching
Type
Education • Éducation
Information
Canadian Journal of Emergency Medicine , Volume 8 , Issue 1 , January 2006 , pp. 21 - 26
Copyright
Copyright © Canadian Association of Emergency Physicians 2006

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