Sixth Class Students' Performance and Confidence Levels Before and After Training in Clinical Skills Laboratories


Creative Commons License

Abualhayja'a, Abualhayja'a A. M. M. , Ankaralı H. , Alyacoub,Alyacoub R. ,. , Alyacoub,Abudayeh,Alyacoub,Abudayeh R. ,. ,. ,. , Abudayeh,Alsaoud A. ,. , Majed Alsaeid,Majed Alsaeid O. İ. İ. , ...Daha Fazla

International Journal of Medical Students , cilt.5, ss.26-31, 2017 (Diğer Kurumların Hakemli Dergileri)

  • Cilt numarası: 5 Konu: 1
  • Basım Tarihi: 2017
  • Doi Numarası: 10.5195/ijms.2017.170
  • Dergi Adı: International Journal of Medical Students
  • Sayfa Sayıları: ss.26-31

Özet

background: Acquisition of basic clinical skills by undergraduate medical students is becoming of greater concern. Clinical skills laboratories may provide a comfortable environment for training and may allow students to gain adequate performance level. The aim of this study is to evaluate students' performance and confidence levels before and after training of selected procedural skills; also to explore students' expectation towards skills laboratory training. Methods: Two questionnaires were conducted before and after training sessions in the clinical skills laboratory, school of medicine, University of Jordan, Amman, Jordan. The skills selected for this study: suture practice, venous access, arterial access, intradermal and intramuscular injection, central venous cannulation, male and female urinary catheterization, nasogastric tube placement and rectal examination. Although fifty-seven 6th year medical students filled the first questionnaire at the beginning before training, only 29 students could attend all training sessions, and fill the second questionnaire. Results: For all trained clinical skills, the mean students' performance scores and confidence levels were significantly increased after training (P <0.001). Expectations of students for skills laboratory were high. Conclusions: The students' performance and confidence levels were significantly improved after training in the clinical skills laboratory.

Author Biography

Ali Mustafa Abualhayja'a, School of Medicine, University of Jordan.

Ali Mus¬tafa Abualhayja'a is cu¬rrently a 4th year medical student of School of Medi¬cine, University of Jordan, Amman, Jordan of 6 year program.

References

1. Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002 Jan 9; 287(2): 226-35.
2. Cooke M, Irby DM, Sullivan W, Ludmerer KM. American medical education 100 years after the Flexner report. N Engl J Med. 2006 Sep 28; 355(13): 1339- 44.
3. Scalese RJ, Obeso VT, Issenberg SB. Simulation technology for skills training and competency assessment in medical education. J Gen Intern Med. 2008 Jan; 23(Suppl 1): 46–49.
4. Elnicki DM, van Londen J, Hemmer PA, Fagan M, Wong R. U.S. and Canadian internal medicine clerkship directors' opinions about teaching procedural and interpretive skills to medical students. Acad Med. 2004 Nov; 79(11): 1108-13.
5. Gordon JA, Pawlowski J. Education on-demand: the development of a si¬mulator-based medical education service. Acad Med. 2002 Jul; 77(7): 751-2.
6. Eyal L, Cohen R. Preparation for clinical practice: a survey of medical students’ and graduates’ perceptions of the effectiveness of their medical school curriculum. Med Teach. 2006 Sep;28(6):e162-70.
7. Remmen R, Scherpbier A, van der Vleuten C, Denekens J, Derese A, Her¬mann I, et al. Effectiveness of basic clinical skills training programmes: a cross-sectional comparison of four medical schools. Med Educ. 2001 Feb;35(2):121-8.
8. Remmen R, Derese A, Scherpbier A, Denekens J, Hermann I, van der Vleu¬ten C, et al. Can medical schools rely on clerkships to train students in basic clinical skills? Med Educ. 1999 Aug;33(8):600-5.
9. Buckley S, Zamora J. Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and at¬titudes towards teachers and teaching. BMC Med Educ. 2007 Jun 28;7:20.
10. Paskins Z, Kirkcaldy J, Allen M, Macdougall C, Fraser I, Peile E. Design, va¬lidation and dissemination of an undergraduate assessment tool using Sim¬Man® in simulated medical emergencies. Med Teach. 2010 Jan;32(1):e12-7.
11. Lynagh M, Burton R, Sanson-Fisher R. A systematic review of medical skills laboratory training: where to from here? Med Educ. 2007 Sep;41(9):879- 87.
12. Akaike M, Fukutomi M, Nagamune M, Fujimoto A, Tsuji A, Ishida K, et al. Simulation-based medical education in clinical skills laboratory. J Med Invest. 2012 Jan;59(1-2):28-35.
13. Herrmann-Werner A, Nikendei C, Keifenheim K, Bosse HM, Lund F, Wagner R, et al. "Best practice" skills lab training vs. a "see one, do one" approach in undergraduate medical education: an RCT on students' long-term ability to perform procedural clinical skills. PLoS One. 2013 Sep 25;8(9):e76354.
14. Ziv A, Ben-David S, Ziv M. Simulation based medical education: an oppor¬tunity to learn from errors. Med Teach. 2005 May; 27(3):193-9.
15. Bugaj TJ, Nikendei C. Practical Clinical Training in Skills Labs: Theory and Practice. GMS J Med Educ. 2016 Aug; 33(4): Doc63.
16. Bradley P, Postlethwaite K. Setting up a clinical skills learning facility. Med Educ. 2003 Nov; 37 Suppl 1: 6-13.
17. Du Boulay C, Medway C. The clinical skills resource: a review of current practice. Med Educ. 1999 Mar; 33(3): 185-91.
18. Lund F, Schultz JH, Maatouk I, Krautter M, Möltner A, Werner A, et al. Effec¬tiveness of IV cannulation skills laboratory training and its transfer into clini¬cal practice: a randomized, controlled trial. PLoS One. 2012 Mar;7(3):e32831.
19. Nielsen DG, Moercke AM, Wickmann-Hansen G, Eika B. Skills Training in Laboratory and Clerkship: Connections, Similarities, and Differences. Med Educ Online 2003 Dec;8(1):4334.
20. da Costa PM, Santos J, Maio R, Santos A, Paredes F. The role of a basic surgical skills laboratory as viewed by medical students (6th year). Med Teach. 2001 Mar;23(2):176-180.
21. Swamy M, Sawdon M, Chaytor A, Cox D, Barbaro-Brown J, McLachlan J. A study to investigate the effectiveness of SimMan® as an adjunct in teaching preclinical skills to medical students. BMC Med Educ. 2014 Nov 19;14:231.
22. Swamy M, Bloomfield TC, Thomas RH, Singh H, Searle RF. Role of SimMan in teaching clinical skills to preclinical medical students. BMC Med Educ. 2013 Feb 10;13:20.
23. Sarikaya O, Civaner M, Kalaca S. The anxieties of medical students related to clinical training. Int J Clin Pract. 2006 Nov;60(11):1414-8.
24. Remmen R. Unsatisfactory basic skills performance by students in tradi¬tional medical curricula. Med Teach. 1998 Jan;20(6):579-82.
25. Ringsted C, Schroeder TV, Henriksen J, Ramsing B, Lyngdorf P, Jønsson V, et al. Medical students' experience in practical skills is far from stakeholders' expectations. Med Teach. 2001 Jul;23(4):412-416.
26. Blohm M, Krautter M, Lauter J, Huber J, Weyrich P, Herzog W, et al. Vo¬luntary undergraduate technical skills training course to prepare students for clerkship assignment: tutees’ and tutors’ perspectives. BMC Med Educ. 2014 Apr 4;14:71.