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Abstract：
This study explores the long-term effectiveness of a newly developed clinical skills curriculum.
Students (N = 40) were exposed to a newly developed, simulation-based, clinical breast exam (CBE) curriculum. The same students returned one year later to perform the CBE and were compared to a convenience sample of medical students (N = 15) attending a national conferences. All students were given a clinical vignette and performed the CBE. CBE techniques were video recorded. Chi-squared tests were used to assess differences in CBE technique.
Students exposed to a structured curriculum performed physical examination techniques more consistent with national guidelines than the random, national student sample. Structured curriculum students were more organized, likely to use two hands, a linear search pattern, and include the nipple-areolar complex during the CBE compared to national sample (p < 0.01).
Students exposed to a structured skills curriculum more consistently performed the CBE according to national guidelines. The variability in technique compared with the national sample of students calls for major improvements in adoption and implementation of structured skills curricula.
Students (N = 40) were exposed to a newly developed, simulation-based, clinical breast exam (CBE) curriculum. The same students returned one year later to perform the CBE and were compared to a convenience sample of medical students (N = 15) attending a national conferences. All students were given a clinical vignette and performed the CBE. CBE techniques were video recorded. Chi-squared tests were used to assess differences in CBE technique.
Students exposed to a structured curriculum performed physical examination techniques more consistent with national guidelines than the random, national student sample. Structured curriculum students were more organized, likely to use two hands, a linear search pattern, and include the nipple-areolar complex during the CBE compared to national sample (p < 0.01).
Students exposed to a structured skills curriculum more consistently performed the CBE according to national guidelines. The variability in technique compared with the national sample of students calls for major improvements in adoption and implementation of structured skills curricula.
摘要：
本研究探讨了新开发的临床技能课程的长期有效性。
学生（N=40）暴露于新开发的，基于模拟，临床乳房检查（CBE）课程。一年后，这些学生返回进行CBE，并与参加全国会议的医学生（N=15）的便利样本进行了比较。所有学生都接受了临床插图并进行了CBE。对CBE技术进行视频记录。卡方检验用于评估CBE技术的差异。
接触结构化课程的学生进行的体检技术比随机的更符合国家指南，全国学生样本。结构化课程的学生更有条理，可能用两只手，线性搜索模式，与国家样本相比，包括CBE期间的乳头-乳晕复合体（p<0.01）。
根据国家指导方针，接触结构化技能课程的学生更一致地执行CBE。与全国学生样本相比，技术上的差异要求在采用和实施结构化技能课程方面进行重大改进。
学生（N=40）暴露于新开发的，基于模拟，临床乳房检查（CBE）课程。一年后，这些学生返回进行CBE，并与参加全国会议的医学生（N=15）的便利样本进行了比较。所有学生都接受了临床插图并进行了CBE。对CBE技术进行视频记录。卡方检验用于评估CBE技术的差异。
接触结构化课程的学生进行的体检技术比随机的更符合国家指南，全国学生样本。结构化课程的学生更有条理，可能用两只手，线性搜索模式，与国家样本相比，包括CBE期间的乳头-乳晕复合体（p<0.01）。
根据国家指导方针，接触结构化技能课程的学生更一致地执行CBE。与全国学生样本相比，技术上的差异要求在采用和实施结构化技能课程方面进行重大改进。
