title: A focused breast skills workshop improves the clinical skills of medical students.
abstract: OBJECTIVE
  The aim of this study was to determine the effectiveness of a focused breast skills workshop for teaching clinical skills to third-year medical students.
  
  
  METHODS
  One hundred twenty-four third-year medical students involved in the surgical core clerkship were randomly assigned to two groups. Group 1 (n = 67) participated in a 2-h focused breast skills workshop. Group 2 (n = 57) received "traditional" ambulatory teaching for a period of 4 h in the breast clinic. The focused workshop consisted of a series of encounters concentrating on mammogram and ultrasound interpretation, physical examination skills, lump detection, and workup of a breast mass. Both groups received a didactic core curriculum lecture from surgical faculty. All students completed a satisfaction rating scale and a subset of students completed a pre- and postencounter self-efficacy rating scale on several aspects of breast skills. Student's t test was used to compare the groups in the areas of clinical skills as evidenced by performance on the breast-specific items on the end of the clerkship Objective Structure Clinical Examination and student satisfaction as evidenced by their response on a satisfaction rating scale. ANCOVA (controlling for preencounter self-efficacy rating) was used to compare the change scores between pre- and postencounter self-efficacy ratings.
  
  
  RESULTS
  Students in Group 1 performed significantly higher than the students in Group 2 in the areas of clinical examination skills (t = -2.99, P < 0.05); in sensitivity (t = -5.82, P < 0.05) and specificity (t = -7.27, P < 0.05) in the examination of breast models; and with their satisfaction with the encounter (t = 10.72, P < 0.05). Students in Group 1 also demonstrated a higher level of confidence in their breast skills at the end of the clerkship than students in Group 2 (F = 6.22, P < 0.05).
  
  
  CONCLUSIONS
  The focused breast skills workshop is more effective than the traditional ambulatory setting for teaching clinical breast examination skills. This setting also demonstrated the development of higher confidence in breast skills than the traditional ambulatory setting.
authors.affiliation: Department of Surgery, Keck School of Medicine, University of Southern California, Los Angeles 90089-9034, USA.
authors.forename: Glenn T
authors.initials: GT
authors.lastname: Ault
authors.forename: Maura
authors.initials: M
authors.lastname: Sullivan
authors.forename: Jeanine
authors.initials: J
authors.lastname: Chalabian
authors.forename: Kristin A
authors.initials: KA
authors.lastname: Skinner
mesh_terms: D000553:Ambulatory Care; D001941:Breast Diseases / Q000175:diagnosis*; D002982:Clinical Clerkship / Q000379:methods*; D002983:Clinical Competence; D005260:Female; D017144:Focus Groups; D006801:Humans; D013337:Students, Medical; D013514:Surgical Procedures, Operative / Q000193:education*