Teaching delirium to undergraduate medical students: Exploring the effects of a cross-professional group objective structured clinical examination compared to standard education.

Montgomery, A; Baird, L; Traynor, V; Chang, H-CR; Smerdely, P

Teaching delirium to undergraduate medical students: Exploring the effects of a cross-professional group objective structured clinical examination compared to standard education.

Montgomery, A

Baird, L Traynor, V Chang, H-CR Smerdely, P

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Publisher:: WILEY
Publication Type:: Journal Article
Citation:: Australas J Ageing, 2023, 42, (1), pp. 118-126
Issue Date:: 2023-03

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Field	Value	Language
dc.contributor.author	Montgomery, A https://orcid.org/0000-0001-7720-9513
dc.contributor.author	Baird, L
dc.contributor.author	Traynor, V
dc.contributor.author	Chang, H-CR
dc.contributor.author	Smerdely, P
dc.date.accessioned	2025-03-21T05:42:21Z
dc.date.available	2022-09-26
dc.date.available	2025-03-21T05:42:21Z
dc.date.issued	2023-03
dc.identifier.citation	Australas J Ageing, 2023, 42, (1), pp. 118-126
dc.identifier.issn	1440-6381
dc.identifier.issn	1741-6612
dc.identifier.uri	http://hdl.handle.net/10453/186096
dc.description.abstract	OBJECTIVES: To compare a cross-professional facilitated delirium group objective structured clinical examination (GOSCE) educational intervention with standard delirium education for medical students during clinical placement, and explore the differences in the examiner's written feedback between the two groups. METHODS: A non-randomised clustered controlled designed study at a single metropolitan university across several campuses in Sydney, Australia. A convenience sample of third-year medical students was recruited. Students' knowledge, communication, and clinical reasoning skills were assessed using a delirium case mock OSCE at the end of the academic year. The OSCE marks and the examiner's feedback for the intervention and control group were compared. RESULTS: The intervention group (n = 41) had a higher total mean OSCE mark compared to the control group (n = 29) (36.5, SD 2.9 vs. 33.7, SD 2.9, p < 0.001). Content analysis of the examiner's feedback showed the intervention group had a greater understanding of the need for forward planning and future cognitive assessments, and the roles of the interdisciplinary team in delirium care. CONCLUSIONS: The innovative cross-professional facilitated delirium GOSCE education was effective in increasing delirium knowledge, communication, and clinical reasoning skills compared to conventional education for medical students during clinical placement. Further studies are needed to investigate how this is translated into practice.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	WILEY
dc.relation.ispartof	Australas J Ageing
dc.relation.isbasedon	10.1111/ajag.13144
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	11 Medical and Health Sciences, 16 Studies in Human Society, 17 Psychology and Cognitive Sciences
dc.subject.classification	Gerontology
dc.subject.classification	3202 Clinical sciences
dc.subject.classification	4203 Health services and systems
dc.subject.classification	4205 Nursing
dc.subject.mesh	Humans
dc.subject.mesh	Students, Medical
dc.subject.mesh	Educational Measurement
dc.subject.mesh	Feedback
dc.subject.mesh	Educational Status
dc.subject.mesh	Clinical Competence
dc.subject.mesh	Education, Medical, Undergraduate
dc.subject.mesh	Delirium
dc.subject.mesh	Humans
dc.subject.mesh	Delirium
dc.subject.mesh	Education, Medical, Undergraduate
dc.subject.mesh	Educational Measurement
dc.subject.mesh	Clinical Competence
dc.subject.mesh	Students, Medical
dc.subject.mesh	Feedback
dc.subject.mesh	Educational Status
dc.subject.mesh	Humans
dc.subject.mesh	Students, Medical
dc.subject.mesh	Educational Measurement
dc.subject.mesh	Feedback
dc.subject.mesh	Educational Status
dc.subject.mesh	Clinical Competence
dc.subject.mesh	Education, Medical, Undergraduate
dc.subject.mesh	Delirium
dc.title	Teaching delirium to undergraduate medical students: Exploring the effects of a cross-professional group objective structured clinical examination compared to standard education.
dc.type	Journal Article
utslib.citation.volume	42
utslib.location.activity	Australia
utslib.for	11 Medical and Health Sciences
utslib.for	16 Studies in Human Society
utslib.for	17 Psychology and Cognitive Sciences
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated	2025-03-21T05:42:18Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	42
utslib.citation.issue	1

Abstract:

OBJECTIVES: To compare a cross-professional facilitated delirium group objective structured clinical examination (GOSCE) educational intervention with standard delirium education for medical students during clinical placement, and explore the differences in the examiner's written feedback between the two groups. METHODS: A non-randomised clustered controlled designed study at a single metropolitan university across several campuses in Sydney, Australia. A convenience sample of third-year medical students was recruited. Students' knowledge, communication, and clinical reasoning skills were assessed using a delirium case mock OSCE at the end of the academic year. The OSCE marks and the examiner's feedback for the intervention and control group were compared. RESULTS: The intervention group (n = 41) had a higher total mean OSCE mark compared to the control group (n = 29) (36.5, SD 2.9 vs. 33.7, SD 2.9, p < 0.001). Content analysis of the examiner's feedback showed the intervention group had a greater understanding of the need for forward planning and future cognitive assessments, and the roles of the interdisciplinary team in delirium care. CONCLUSIONS: The innovative cross-professional facilitated delirium GOSCE education was effective in increasing delirium knowledge, communication, and clinical reasoning skills compared to conventional education for medical students during clinical placement. Further studies are needed to investigate how this is translated into practice.

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http://hdl.handle.net/10453/186096