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Table 1 With regard to content categorisation of the 117 articles on physical examination in undergraduate medical education

From: Physical examination in undergraduate medical education in the field of general practice – a scoping review

Category No.

Category

Subcategory

Number of fulltexts

CAT I

Teaching methodsa (n = 53)

computer−/internet-based

11

Learning materials (pocket cards, checklists)

2

Concepts (GALS, hypothesis-driven or problem-based learning, mentoring programs)

4

Practical courses

 

simulation-based learning

11

peer-assisted learning

6

bedside teaching

3

OSCE

2

Anatomy courses

2

ultrasound-controlled (percussion of the Adomen, e. g. liver size estimation)

1

others

11

CAT II

Teaching quality (n = 33)

Qualification of the teachers

16

content quality

15

learning environment

2

CAT III

Performance evaluation and examination formats (n = 19)

quality of evaluation instrument (reliability/validity)

16

development/introduction of assessment tools

2

correlation with exam results

1

CAT IV

Students‘view (n = 8)

peer physical examination

5

standardized patients and real patients

1

OSCE as assessment format

1

digital rectal examination

1

CAT V

Patients‘and standardized patients‘view (n = 4)

in terms of their participation in medical education

4

  1. aincluding teaching material and learning concepts, see text
  2. GALS Gait-Arm-Legs-and-Spine-locomotor-screening
  3. OSCE Objective Structured Clinical Examination