The Logbook Effect on Clinical Learning of Interns in Internal Ward Rotation in Shiraz University of Medical Sciences

Mahboobeh Saber; M Saberi Firouzi; F Azizi

doi:10.22037/jme.v12i3,4.1140

Journal of Medical Education for Future Demands

Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies

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https://doi.org/10.22037/jme.v12i3,4.1140

The Logbook Effect on Clinical Learning of Interns in Internal Ward Rotation in Shiraz University of Medical Sciences

Author(s):

Mahboobeh Saber^1,*,

M Saberi Firouzi²,

F Azizi³

1Member, Educational development center, Shiraz University of Medical science

2Faculty Member, Gastrointestinal research center

3Professor, Endocrine Research Center, Research Institute for Endocrine Sciences, Shahid Beheshti University (M.C.)

Journal of Medical Education for Future Demands:Vol. 12, issue 3 & 4; e105371

Published online:Aug 01, 2009

Article type:Research Article

Received:Jul 25, 2009

Accepted:Aug 01, 2009

How to Cite:Mahboobeh Saber, M Saberi Firouzi, F Azizi, The Logbook Effect on Clinical Learning of Interns in Internal Ward Rotation in Shiraz University of Medical Sciences.J Med Edu.2009;12(3 & 4):e105371.https://doi.org/10.22037/jme.v12i3,4.1140.

Abstract

Background and purpose: The learning experiences of medical students happen in diverse settings.Logbook is a long known tool to manage and guide these experiences but the studies had varying results this study is an attempt to examine the educational benefits of logbooks .Methods: In this quasi-experimental study the externs were divided into to equivalent groups as intervention and control group. For the controls the routine program was delivered while logbook was used in addition to routine learning activities for intervention group. The students was examined with an OSCE and MCQ exam at completion of rotation. The results were compared.Results: Of 53 subjects, 28 were assigned in control groups and 25 were placed in intervention groups. The intervention groups’ performance on OSCE was not significantly different from control group (14.84±1.87 vs 13.93.2.15, P > 0.05). The intervention groups performance on 5 stations of OSCE assessing clinical skills compared with the control groups performance on these stations showed a significant difference of 6.4 out of 20 (P < 0.0001) while the intervention groups performance on 7 stations assessing factual knowledge compared with the control groups performance on these stations showed no significant difference (0.2, P > 0.05).Conclusion: The introduction of logbook was associated with increased clinical skills while no improvement of factual knowledge was observed.

Keywords

Logbook

Clinical Skill Training

Assessment

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Author(s):

Mahboobeh Saber:[PubMed][Scholar]
M Saberi Firouzi:[PubMed][Scholar]
F Azizi:[PubMed][Scholar]