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<p>Training of clinical skills often prioritizes technical performance, while contextual skills such as hygienic practice, communication, and documentation receive less systematic attention. In a large-scale peer-assessed examination, third-year medical students completed examination encounters (n = 2,076) using a standardized 20-item binary checklist with predefined allocations to technical and contextual skills. Error rates were low but variable in both categories (technical: 10% (5%; 15%); contextual: 0% (0%; 17%), median with interquartile range). These findings support integrating contextual competence into structured skills education and suggest that brief, checklist-based assessments may reveal actionable deficits in hygiene and documentation that would otherwise remain implicit.</p>

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Comparison of Error Rates in Technical Skills and Contextual Skills in a Large-Scale Peer-Assessed Clinical Skills Examination

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月3日

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  • David Alexander Christian Messerer,
  • Oliver Keis,
  • Astrid Horneffer

摘要

Training of clinical skills often prioritizes technical performance, while contextual skills such as hygienic practice, communication, and documentation receive less systematic attention. In a large-scale peer-assessed examination, third-year medical students completed examination encounters (n = 2,076) using a standardized 20-item binary checklist with predefined allocations to technical and contextual skills. Error rates were low but variable in both categories (technical: 10% (5%; 15%); contextual: 0% (0%; 17%), median with interquartile range). These findings support integrating contextual competence into structured skills education and suggest that brief, checklist-based assessments may reveal actionable deficits in hygiene and documentation that would otherwise remain implicit.