scholarly journals Development of a pilot procedural skills training course for preclerkship medical students

2020 ◽  
Vol 1 (6) ◽  
pp. 1199-1204
Author(s):  
Armon Ayandeh ◽  
Xiao C. Zhang ◽  
Jay F. Diamond ◽  
Sarah H. Michael ◽  
Steven Rougas
Keyword(s):  
Medical Students ◽  
Skills Training ◽  
Procedural Skills ◽  
Training Course

Preliminary evaluation of the efficacy of an intervention incorporating precision teaching to train procedural skills among final cycle medical students

2017 ◽  
Vol 3 (3) ◽  
pp. 116-121 ◽  
Author(s):  
Sinéad Lydon ◽  
Nadine Burns ◽  
Olive Healy ◽  
Paul O'Connor ◽  
Bronwyn Reid McDermott ◽  
...  
Keyword(s):  
Medical Students ◽  
Intervention Group ◽  
Skills Training ◽  
Precision Teaching ◽  
Control Group ◽  
Junior Doctors ◽  
Preliminary Evaluation ◽  
Procedural Skills ◽  
Preparedness For Practice ◽  
Simulation Based

IntroductionA lack of preparedness for practice has been observed among new medical graduates. Simulation technology may offer one means of producing competency. This paper describes the application of a simulation-based intervention incorporating precision teaching (PT), a method of defining target skills, assessing individual progress and guiding instructional decisions, which is used to monitor learning and the development of behavioural fluency in other domains, to procedural skills training. Behavioural fluency refers to accurate and rapid responding that does not deteriorate with time, is resistant to distraction and can be adapted into new, more complex responses.MethodThis study used a between-groups design to evaluate the efficacy of a simulation-based intervention incorporating PT for teaching venepuncture among 11 medical students. The intervention consisted of timed learning trials during which participants carried out the skill in pairs and received corrective feedback. Two control groups of 11 untrained medical students and 11 junior doctors were also included in the study.ResultsIntervention group participants required an average of five trials and 21.9 min to reach the criterion for fluency. The intervention group demonstrated significantly higher accuracy in venepuncture performance than either control group. Improvements persisted over time, did not deteriorate during distraction, generalised to performance with patients and performance of an untargeted skill also improved.ConclusionsThe outcomes of this preliminary study support the application of PT within medical education. The implications of these data for clinical and procedural skills training are explored and suggestions are made for further research.

scholarly journals Teaching patient-centred communication skills during clinical procedural skill training - a preliminary pre-post study comparing international and local medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ede Nagy ◽  
Gloria Matondo Miguel Luta ◽  
Daniel Huhn ◽  
Anna Cranz ◽  
Jobst-Hendrik Schultz ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Medical Training ◽  
Skill Training ◽  
Skills Training ◽  
International Medical ◽  
Blood Sampling ◽  
Procedural Skills ◽  
Communication Performance ◽  
Local Students

Abstract Background International medical students are frequently confronted with intercultural, psychosocial, and language barriers and often receive lower marks in written, oral, and clinical-practical examinations than fellow local students. Training communication competence in procedural skills, such as blood sampling, is further challenge in this particular group of medical students. This pre-post comparative intervention study aimed to investigate the effects of training communication skills during the performance of procedural skills (taking blood samples from a silicone model) in international and local students as part of their clinical practical medical training. Methods Study participants performed blood sampling on an arm prosthesis model (part-task trainer) before and after the communication skills training, focusing on accompanying communication with a simulation patient sitting next to the arm model. The pre- and post-evaluation video was assessed by two independent evaluators using a binary checklist, the Integrated Procedural Performance Instrument (IPPI) and global assessments of clinical professionalism in terms of procedural and communication performance. Linear models with mixed effects were used. Group differences regarding global competence levels were analysed with χ2-tests. Results International medical students did not perform as well as their local counterparts in the pre- and post-examinations. Both groups improved their performance significantly, whereby the international students improved more than their local counterparts in terms of their communication performance, assessed via binary checklist. Clinical professionalism evaluated via global assessments of procedural and communication performance highlights the intervention’s impact insofar as no international student was assessed as clinically not competent after the training. Conclusions Our results suggest that already a low-dose intervention can lead to improved communication skills in medical students performing procedural tasks and significantly increase their confidence in patient interaction.

1329 FOLLOW-UP EVALUATION OF A GENITOURINARY SKILLS TRAINING COURSE FOR MEDICAL STUDENTS

2010 ◽  
Vol 183 (4S) ◽  
Author(s):  
Adam G. Kaplan ◽  
Jason Lee ◽  
Surendra B. Kolla ◽  
Donald Pick ◽  
Tahereh Zamansani ◽  
...  
Keyword(s):  
Medical Students ◽  
Skills Training ◽  
Training Course

scholarly journals Teaching Patient-Centred Communication Skills During Clinical Procedural Skill Training - A Pre-Post Study Comparing International and Local Medical Students

2021 ◽  
Author(s):  
Ede Nagy ◽  
Gloria Matondo Miguel Luta ◽  
Daniel Huhn ◽  
Anna Cranz ◽  
Jobst-Hendrik Schultz ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Medical Training ◽  
Skill Training ◽  
Skills Training ◽  
International Medical ◽  
Blood Sampling ◽  
Procedural Skills ◽  
Communication Performance ◽  
Local Students

Abstract Background: International medical students are frequently confronted with intercultural, psychosocial, and language barriers and often receive lower marks in written, oral, and clinical-practical examinations than fellow local students. Training communication competence in procedural skills, such as blood sampling, is further challenge in this particular group of medical students. This pre-post comparative intervention study aimed to investigate the effects of training communication skills during the performance of procedural skills (taking blood samples from a silicone model) in international and local students as part of their clinical practical medical training.Methods: Study participants performed blood sampling on an arm prosthesis model (part-task trainer) before and after the communication skills training, focusing on accompanying communication with a simulation patient sitting next to the arm model. The pre and post-evaluation video was assessed by two independent evaluators using a binary checklist, the Integrated Procedural Performance Instrument (IPPI) and global assessments of clinical professionalism in terms of procedural and communication performance. Linear models with mixed effects were used. Group differences regarding global competence levels were analysed with χ²-tests. Results: International medical students did not perform as well as their local counterparts in the pre- and post-examinations. Both groups improved their performance significantly, whereby the international students improved more than their local counterparts in terms of their communication performance, assessed via binary checklist. Clinical professionalism evaluated via global assessments of procedural and communication performance highlights the intervention's impact insofar as no international student was assessed as clinically not competent after the training. Conclusions: Our results suggest that already a low-dose intervention can lead to improved communication skills in medical students performing procedural tasks and significantly increase their confidence in patient interaction.

scholarly journals Informed self-assessment versus preceptor evaluation: a comparative study of pediatric procedural skills acquisition of fifth year medical students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Muhammed Elhadi ◽  
Hazem Ahmed ◽  
Ala Khaled ◽  
Wejdan K. Almahmoudi ◽  
Samah S. Atllah ◽  
...  
Keyword(s):  
Medical Students ◽  
Nasogastric Tube ◽  
Umbilical Vein ◽  
Skills Training ◽  
Tube Placement ◽  
Self Assessment ◽  
Procedural Skills ◽  
Clinical Procedures ◽  
Clinical Scenarios ◽  
Vein Catheterization

Abstract Background Simulation training is widely used in medical education as students rarely perform clinical procedures, and confidence can influence practitioners’ ability to perform procedures. Thus, this study assessed students’ perceptions and experiences of a pediatric skills program and compared their informed self-assessment with their preceptor-evaluated performance competency for several pediatric clinical procedures. Methods A total of 65 final-year medical students attended a weeklong pediatric skills training course by the University of Tripoli that used a manikin and various clinical scenarios to simulate real-life cases. Participants completed questionnaires self-assessing their performance skills, while examiners evaluated each students’ competency on five procedural skills (lumbar puncture, nasogastric tube insertion, umbilical vein catheterization, intraosseous access, and suprapubic aspiration) using an objective structured clinical examination (OSCE) model. Differences between agreement levels in question responses were evaluated through a nonparametric chi-square test for a goodness of test fit, and the relationship between confidence levels and the OSCE scores for each procedure was assessed using Spearman’s rank-order correlation. Results All participants completed the informed self-assessment questionnaire and OSCE stations. The frequency differences in agreement levels in students’ questionnaire responses were statistically significant. No significant differences were found between students’ self-assessment and preceptors’ evaluation scores. For each procedure’s passing score rate, umbilical vein catheterization had the highest passing rate (78.5%) and nasogastric tube placement the lowest (56.9%). The mean performance scores were above passing for all procedures. The Wilcoxon signed-rank test revealed no significant differences between participants’ self-assessment and their preceptor-evaluated competency; students correctly perceived and assessed their ability to perform each procedure. Conclusions High competence in several life-saving procedures was demonstrated among final-year medical students. The need for consistent and timely feedback, methods to increase medical students’ confidence, and further development and improvement of competency-based assessments are also highlighted.

scholarly journals Simulation-based training in critical resuscitation procedures improves residents' competence

CJEM ◽  
2009 ◽  
Vol 11 (06) ◽  
pp. 535-539 ◽  
Author(s):  
Trevor S. Langhan ◽  
Ian J. Rigby ◽  
Ian W. Walker ◽  
Daniel Howes ◽  
Tyrone Donnon ◽  
...  
Keyword(s):  
Skill Acquisition ◽  
Clinical Skills ◽  
Skills Training ◽  
The Self ◽  
Self Assessment ◽  
Procedural Skills ◽  
Training Course ◽  
Simulation Based ◽  
The Impact

ABSTRACT Objective: Residents must become proficient in a variety of procedures. The practice of learning procedural skills on patients has come under ethical scrutiny, giving rise to the concept of simulation-based medical education. Resident training in a simulated environment allows skill acquisition without compromising patient safety. We assessed the impact of a simulation-based procedural skills training course on residents' competence in the performance of critical resuscitation procedures. Methods: We solicited self-assessments of the knowledge and clinical skills required to perform resuscitation procedures from a cross-sectional multidisciplinary sample of 28 resident study participants. Participants were then exposed to an intensive 8-hour simulation-based training program, and asked to repeat the self-assessment questionnaires on completion of the course, and again 3 months later. We assessed the validity of the self-assessment questionnaire by evaluating participants' skills acquisition through an Objective Structured Clinical Examination station. Results: We found statistically significant improvements in participants' ratings of both knowledge and clinical skills during the 3 self-assessment periods (p < 0.001). The participants' year of postgraduate training influenced their self-assessment of knowledge (F 2,25 = 4.91, p < 0.01) and clinical skills (F 2,25 = 10.89, p < 0.001). At the 3-month follow-up, junior-level residents showed consistent improvement from their baseline scores, but had regressed from their posttraining measures. Senior-level residents continued to show further increases in their assessments of both clinical skills and knowledge beyond the simulation-based training course. Conclusion: Significant improvement in self-assessed theoretical knowledge and procedural skill competence for residents can be achieved through participation in a simulation-based resuscitation course. Gains in perceived competence appear to be stable over time, with senior learners gaining further confidence at the 3-month follow-up. Our findings support the benefits of simulation-based training for residents.

scholarly journals Procedural skills training for Canadian medical students participating in international electives

2015 ◽  
Vol 6 (1) ◽  
pp. e23-e33 ◽  
Author(s):  
Joseph Margolick ◽  
David Kanters ◽  
Brian Cameron
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Skills Training ◽  
Learning Opportunities ◽  
Wound Management ◽  
Procedural Skills ◽  
Intravenous Line ◽  
Line Insertion ◽  
Level Of Training ◽  
Operative Wound

Background: International medical electives (IMEs) are unique learning opportunities; however, trainees can risk patient safety. Returning medical students often express concern about doing procedures beyond their level of training. The Canadian Federation of Medical Students has developed guidelines for pre-departure training (PDT), which do not address procedural skills. The purpose of this research is to determine which procedural skills to include in future PDT.Methods: Twenty-six medical students who returned from IMEs completed surveys to assess PDT. Using a Likert scale, we compared procedures performed by students before departing on IME to those performed while abroad. We used a similar scale to assess which procedures students feel ought to be included in future PDT.Results: There was no significant increase in number of procedures performed while on IME.  Skills deemed most important to include in future PDT were intravenous line insertion, suturing of lacerations, surgical assisting and post-operative wound care.Conclusions: Pre-departure training is new and lacks instruction in procedural skills. Over half the students rated several procedural skills such as IV line insertion, suturing, assisting in surgery, post operative wound management and foley catheterization as important assets for future PDT.

scholarly journals Comparison of the effects of simulated patient clinical skill training and student roleplay on objective structured clinical examination performance among medical students in Australia

2019 ◽  
Vol 16 ◽  
pp. 3 ◽  
Author(s):  
Silas Taylor ◽  
Matthew Haywood ◽  
Boaz Shulruf
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Communication Skills ◽  
Skill Training ◽  
Clinical Skill ◽  
Skills Training ◽  
Performance Outcomes ◽  
Simulated Patient ◽  
Procedural Skills ◽  
Clinical Communication

Purpose: Optimal methods for communication skills training (CST) are an active research area, but the effects of CST on communication performance in objective structured clinical examinations (OSCEs) has not been closely studied. Student roleplay (RP) for CST is common, although volunteer simulated patient (SP) CST is cost-effective and provides authentic interactions. We assessed whether our volunteer SP CST program improved OSCE performance compared to our previous RP strategy. Methods: We performed a retrospective, quasi-experimental study of 2 second-year medical student cohorts’ OSCE data in Australia. The 2014 cohort received RP-only CST (N=182) while the 2016 cohort received SP-only CST (N=148). The t-test and analysis of variance were used to compare the total scores in 3 assessment domains: generic communication, clinical communication, and physical examination/procedural skills. Results: The baseline characteristics of groups (scores on the Australian Tertiary Admission Rank, Undergraduate Medicine and Health Sciences Admission Test, and medicine program interviews) showed no significant differences between groups. For each domain, the SP-only CST group demonstrated superior OSCE outcomes, and the difference between cohorts was significant (P<0.01). The superiority of volunteer SP CST over student RP CST in terms of OSCE performance outcomes was found for generic communication, clinical communication, and physical examination/procedural skills. Conclusion: The better performance of the SP cohort in physical examination/procedural skills might be explained by the requirement for patient compliance and cooperation, facilitated by good generic communication skills. We recommend a volunteer SP program as an effective and efficient way to improve CST among junior medical students.

scholarly journals A pre-clerkship simulation-based procedural skills curriculum: decreasing anxiety and improving confidence of procedural skill performance

2021 ◽  
Author(s):  
Frank Battaglia ◽  
Victoria Ivankovic ◽  
Maria Merlano ◽  
Vishesh Patel ◽  
Céline Sayed ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Flipped Classroom ◽  
Training Group ◽  
Skills Training ◽  
Control Group ◽  
Procedural Skills ◽  
Student Anxiety ◽  
Canadian Medical School ◽  
School Curricula

Introduction: Pre-clerkship procedural skills training is not yet a standard across Canadian medical school curricula, resulting in limited exposure to procedures upon entering clerkship. While simulated skills training has been documented in the literature to improve performance in technical ability, anxiety and confidence have yet to be investigated despite their documented impact on performance and learning. This study therefore aims to evaluate the effect of pre-clerkship procedural skills training on medical student anxiety and confidence. Methods: A procedural skills training program was designed based on an evidence-based near-peer, flipped classroom model of education. Ninety-two second-year medical students volunteered for the study. Fifty-six were randomized to the training group, and 36 were randomized to the control group. Students in the training group attended seven procedural skills tutorials over seven months. The control group represented the average medical school student without standardized procedural training. Student anxiety and confidence were assessed at the beginning and end of the program using the State Trait Anxiety Inventory and Confidence Questionnaires. Results: Students who participated in the procedural skills program demonstrated greater reductions in their state anxiety and greater improvements in confidence compared to the control group. Conclusion: Longitudinal procedural skills training in the simulation setting has demonstrated improvements in anxiety and confidence among pre-clerkship medical students. These added benefits to training have the potential to ease medical students’ transition into clerkship, while also contributing to a safer and more effective clinical experience. Therefore, future integration of standardized pre-clerkship procedural skills training within medical school curricula should be considered.

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