Developing and pilot testing competence cards in clinical rotations: medical students’ and supervisors’ perception

Abstract

BACKGROUND Several studies have shown that the medical students express uncertainty and a lack of preparedness in relation to being able to function as a doctor. The purpose of this project was to develop a portfolio with competence cards covering some of the seven medical roles, to introduce these in six departments and to evaluate the medical students´ and the clinical supervisors´ perception of this intervention. METHODS By using Kern’s six step a portfolio consisting of four competence cards was developed to be used in medical students 5-week clinical stay in the fourth year of their studies. Each competence card was intended to be used three times by peer-to-peer, by supervisor and by coordinators, respectively. At the end of the students´ clinical rotation interviews were conducted with students and supervisors. The project included three cohorts of medical students. An electronical version of the portfolio was available for the second and third cohort. RESULTS A total of 60 medical students used the competence cards. The students described easier access to supervision and systematic feedback. They appreciated the structure making the learning objectives clear. Both students and supervisors found the competence cards to reflect recognizable clinical situations and preferred the portfolio compared to the normal ‘logbook’. The electronic solution was easily accessible and was preferred. CONCLUSIONS Competence cards reflecting recognizable clinical situations are a functioning tool for supervision and feedback. The electronic portfolio is appreciated by students and supervision allows training in all sevens doctors roles.