scholarly journals DEVELOPING LOW-COST MANNEQUIN FOR UNDERGRADUATE IV LINE PHLEBOTOMY

2018 ◽  
Vol 7 (3) ◽  
pp. 191
Author(s):  
Doni Widyandana
Keyword(s):  
Undergraduate Students ◽  
Clinical Skills ◽  
Low Cost ◽  
Simulated Patients ◽  
Structured Interviews ◽  
Laboratory Education ◽  
Skills Lab ◽  
Skills Laboratory ◽  
Design Options ◽  
Laboratory Training

Background: Skills laboratory training had been providing students the opportunity to practice medical skills in a longitudinal education curriculum with various methods. The integration of skills lab learning methods and the use of mannequins could provide the students to practice invasive medical procedures on patients like the real condition in the clinical setting, but still remains a safe simulation. However, simulations in the skills lab require commercial mannequins that have been imported with limited design options and very expensive prices. The effect of this expensive training will hamper institutions to facilitate students’ learning. Therefore, Clinical Skills Laboratory, Faculty of Medicine, Universetas Gadjah Mada had initiated to produce low-cost and innovative mannequins. This study is aimed to develop low-cost mannequin in order to facilitate learning.Methods: This study is a comparison study to 3 types of simple infusions mannequin which will be attached to simulated patients. These 3 types of mannequin are based from the materials: silicone, silicone plus oil, and latex. There were three groups of respondents: 30 students, 15 teachers, and 15 simulated patients and were randomly invited to review those mannequins using a questionnaire and structured interviews. The data were analyzed using Mann-Whitney test and an “inductive content analysis”.Results: The low-cost mannequins were highly accepted by the respondents and the best mannequin was made from silicone (p<0.05). However, the mannequins need improvement on the skin design and the prevention of fluid leakage from the pumps and tubes. These mannequins were designed to stimulate undergraduate students not only to practice inserting needle to veins, but also learning how to communicate with patients at the same time.Conclusion: These low-cost mannequins can be used to practice integrated clinical skills in skills laboratory education. However, the mannequins should be evaluated and improved regularly. 

scholarly journals S-Vest: a novel hybrid method to allow standardised patients to put on the objective physical examination findings of a disease

2019 ◽  
Vol 5 (2-3) ◽  
pp. 78-81
Author(s):  
Dale Berg ◽  
Katherine Berg
Keyword(s):  
Aortic Stenosis ◽  
Physical Examination ◽  
Clinical Skills ◽  
Low Cost ◽  
Simulated Patients ◽  
Teaching Tool ◽  
Educational Tools ◽  
Standardised Patients ◽  
Single Modality

BackgroundSimulation hybrids combine single modality simulation such as simulated patients (SP) with low-fidelity simulation to create a potentially more powerful set of educational tools. To make a hybrid that is credible, standardised and inexpensive remains a challenge. We describe the development of the simulation vest (S-Vest), an inexpensive, standardised teaching tool that is ‘worn’ by an SP to form a hybrid.MethodsWe have created a vest which contains a set of speakers placed in an anatomical manner and produce sounds. The sounds played from a multitrack audio player are recorded in vivo from a patient with the real disease findings. The SP provides history while the vest provides the objective palpable and auscultatory findings. The speakers are placed in the routine standardised locations taught in physical examination.ResultsWe have developed several case scenarios designed for the vest. One of these cases is an elderly patient with aortic stenosis. The aortic stenosis case audio file has four unique tracks recorded over the precordium. Each track is played at the speaker appropriate to the physical exam findings. The SP plays an elderly man with chest pain. The vest provides the sounds of a loud systolic murmur with marked diminishment of S2 and a palpable thrill.ConclusionsThe S-Vest is a low-fidelity, low-cost simulator to use in hybrid and simulation. The S-Vest can be used in a formative and summative Objective Structured Clinical Examination (OSCE) station and in skills attainment for learners in healthcare. We believe these tools will be of significant import to teaching clinical skills.

scholarly journals Pemanfaatan Sampah Bahan Habis Pakai Non-Medis Laboratorium Ketrampilan Klinik (SKILLS LAB) Sebagai Modifikasi Alat Peraga Sederhana Skill Mandiri

2020 ◽  
Vol 2 (2) ◽  
pp. 73-79
Author(s):  
P Patmawati ◽  
Fadilah Hidayati
Keyword(s):  
Clinical Skills ◽  
Clinical Pathology ◽  
Experimental Animals ◽  
Rubber Ball ◽  
Skills Lab ◽  
Skills Laboratory ◽  
Human Nails

The Skills Lab is a facility where students can practice the skills they need, which is not a real context between doctor and patient. Practicum in the Clinical Skills Laboratory and OSCE uses non-infectious non-medical consumables. The stages of making modification props are carried out in several stages including: collecting and sorting non-infectious non-medical consumables. Disinfection of non-medical consumables that are non-infectious with antiseptics. The produced props include gloves used as prepuce in circumcision beads. Modified infusion plastic bottles resemble human nails we use for nail extraction skills. The IV line can be modified as a vein in the bead, this is used for the sexy vein skill in the beaded IV. Abocart needle (neddle) is used for NGT or usually called sonde for experimental animals. Rubber infusion hose is used as an LED tube rubber ball in Clinical Pathology practicum.

scholarly journals Evaluasi Penugasan Clinical Reasoning dan Refleksi Mahasiswa di SKills Lab FK UGM

2014 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Widyandana Widyandana
Keyword(s):  
Experimental Study ◽  
Medical Students ◽  
Undergraduate Students ◽  
Clinical Reasoning ◽  
Qualitative Data ◽  
Pearson Correlation ◽  
Assessment Instrument ◽  
Skills Lab ◽  
Skills Laboratory ◽  
Pearson Correlation Test

Background: Teaching clinical reasoning and reflection skills in skills laboratory are usually neglected, therefore Skills Lab of FM UGM initiate to teach those skills for undergraduate students. This study aimed to evaluate student’s assignment of clinical reasoning and reflection skills and explore how to improve it.Method: An experimental study by giving student assignments to make an essay about particular disease based on SKDI level 4 that written on a medical record and reflection form format. All 4th-year medical students of FM GMU (n=186) and skills lab instructors (n=5) were involved. Assignments were assessed (by the instructors) using instrument by Driessen (2008), and analyzed by correlating those scores with students’ OSCE score and GPA using Pearson Correlation test. Qualitative data collected by deep interview with assessors and analyzed using Inductive Content Analysis by 2 coders.Results: There were no significant correlation between assignment score with OSCE score and GPA. However, there were significant correlations (p<0.05) between score of clinical reasoning with reflection skills, and OSCE score with GPA. Assessors conclude that assignment has been good enough to stimulate clinical reasoning and reflection skills, but still had weaknesses e.g. incompatibility of assignment’s format to assessment’s checklist, unclear instructions, and no assignment’s sample that made students submitted in various format.Conclusion: The assignment has been successfully conducted in Skills Lab FM UGM, however it needs some improvement, such as giving detail instructions, examples, and matching it with assessment instrument.

scholarly journals Revitalization of clinical skills training at the University of the Western Cape

Curationis ◽  
2010 ◽  
Vol 33 (2) ◽  
Author(s):  
J.D. Jeggels ◽  
A. Traut ◽  
M. Kwast
Keyword(s):  
Experiential Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Simulated Patients ◽  
First Year ◽  
Western Cape ◽  
Clinical Supervisors ◽  
Clinical Skills Training ◽  
Skills Lab ◽  
Case Based

Most educational institutions that offer health related qualifications make use of clinical skills laboratories. These spaces are generally used for the demonstration and assessment of clinical skills. The purpose of this paper is to share our experiences related to the revitalization of skills training by introducing the skills lab method at the School of Nursing (SoN), University of the Western Cape (UWC). To accommodate the contextual changes as a result of the restructuring of the higher education landscape in 2003, the clinical skills training programme at UWC had to be reviewed. With a dramatic increase in the student numbers and a reduction in hospital beds, the skills lab method provided students with an opportunity to develop clinical skills prior to their placement in real service settings. The design phase centred on adopting a skills training methodology that articulates with the case-based approach used by the SoN. Kolb’s, experiential learning cycle provided the theoretical underpinning for the methodology. The planning phase was spent on the development of resources. Eight staff members were trained by our international higher education collaborators who also facilitated the training of clinical supervisors and simulated patients. The physical space had to be redesigned to accommodate audio visual and information technology to support the phases of the skills lab method. The implementation of the skills lab method was phased in from the first-year level. An interactive seminar held after the first year of implementation provided feedback from all the role players and was mostly positive. The results of introducing the skills lab method include: a move by students towards self-directed clinical skills development, clinical supervisors adopting the role of facilitators of learning and experiential clinical learning being based on, amongst others, the students’ engagement with simulated patients. Finally, the recommendations relate to tailor-making clinical skills training by using various aspects of teaching and learning principles, i.e. case-based teaching, experiential learning and the skills lab method.

scholarly journals Assessment of Acupuncture and Moxibustion Medicine Clinical Practice Using the Objective Structured Clinical Examination

2021 ◽  
Vol 38 (3) ◽  
pp. 219-226
Author(s):  
Eunbyul Cho ◽  
Ju-Hyun Lee ◽  
O Sang Kwon ◽  
Jiseong Hong ◽  
Nam Geun Cho
Keyword(s):  
Clinical Practice ◽  
Undergraduate Students ◽  
Clinical Examination ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Objective Structured Clinical Examination ◽  
Simulated Patients ◽  
Auricular Acupuncture ◽  
Flipped Learning ◽  
Acupuncture And Moxibustion

Background: The objective structured clinical examination (OSCE) is a widely used method to assess the clinical performance of students in clinical practice. Although OSCE has been used for undergraduate students of Korean medicine, this has not been widely reported. Methods: In 2020, the practical course for acupuncture and moxibustion medicine (acupuncture, electroacupuncture, pharmacopuncture, auricular acupuncture, and burning acupuncture) was taught using flipped learning, according to clinical practice guidelines, and assessed by the OSCE. The appropriateness of this model of education and its evaluation using OSCE were evaluated using a 5-point Likert scale, and the results were analyzed. Results: Of the respondents, 67% reported that the OSCE accurately reflected their competency, and 82% reported that online video lectures helped them to improve their clinical skills. The average adequacy score of the model was > 3.7/5, and the average adequacy score of the checklist used in the OSCE was > 4.1/5 for all 5 clinical application skills. The difference in the mean self-efficacy score between students who had taken the OSCE and those students who had not taken the OSCE, was highest in the burning acupuncture group (0.923). Conclusion: This study showed that students’ satisfaction with the OSCE was high and flipped learning was an effective education model. In the future, models representing the human body or simulated patients should be used to evaluate students’ skills and attitude.

scholarly journals Peer-assisted learning (PAL): skills lab tutors’ experiences and motivation

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
T. J. Bugaj ◽  
M. Blohm ◽  
C. Schmid ◽  
N. Koehl ◽  
J. Huber ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Motivating Factors ◽  
Highly Qualified ◽  
Structured Interviews ◽  
Peer Assisted Learning ◽  
Cognitive Congruence ◽  
Skills Lab ◽  
Peer Teachers

Abstract Background Peer-assisted learning (PAL) is a common teaching and learning method in medical education worldwide. In the setting of skills laboratories (skills labs), student tutors are often employed as an equivalent alternative to faculty teachers. However, to the best of our knowledge, there is a lack of qualitative studies which explore the reasons for the personal commitment of student tutors. The aim of our study was to examine how undergraduate students experienced and evaluated their roles as skills lab student tutors, what their motivation was, and whether social and cognitive congruence played a role in their teaching experiences. Methods We conducted in-depth, semi-structured interviews with student tutors who were currently teaching in a skills lab. After the interviews had been transcribed verbatim, two independent investigators performed a qualitative content analysis according to Mayring. Results In total, we conducted nine interviews with student tutors. Our results revealed that all student tutors showed great enthusiasm and motivation for their jobs as peer teachers. One of the main motivating factors for student tutors to teach in a skills lab was the possibility to simultaneously share and improve their knowledge and expertise. In general, the participants of our study had high aspirations for their teaching. They found it particularly important to be empathetic with the student learners. At the same time, they thought they would personally benefit from their teaching activities and develop a certain expertise as student tutors. Conclusions With the present study we are able to gain some insight into what motivates student tutors to teach in a skills lab and what kind of experiences they have. Our results provide an important input for the future training of highly qualified student tutors.

My Virtual Audiology Clinical Skills Laboratory

2012 ◽  
Vol 7 (2) ◽  
pp. 1-15
Author(s):  
Djamel Benaouda
Keyword(s):  
World Wide Web ◽  
Undergraduate Students ◽  
World Wide ◽  
Clinical Skills ◽  
Computing System ◽  
Learning System ◽  
Laboratory System ◽  
Web Based ◽  
Skills Laboratory ◽  
The Impact

Most educational institutions have realized the impact of the Internet and the World Wide Web in education of which most have already been using Virtual Learning Environments for their staff, lecturers, and students. In this paper, the author proposes a novel and completely unique concept in Audiology, a web-based virtual clinic laboratory system, my-AudiologyLab, for audiology undergraduate students to practice their decision-making skills. This virtual environment gives students the opportunity to practice the process of conducting different types of appointment and check the development of their clinical reasoning. Opportunities to practice these skills online are important as it not only provides a safe environment in which students can experience a real set of scenarios where patients can be seen at the students’ own individual learning pace but it also prepares students for their final practical competency assessments. This type of environment means that students can work with patients and have the possibility of making incorrect decisions without any health risks. The e-learning system is a three-tier Web-based distributed computing system and has been developed using open source W3C (World-Wide Web Consortium) standards.

scholarly journals Uji Coba Model “My” Terhadap Keterampilan Klinis Penjahitan Perineum Derajat Dua

2018 ◽  
Vol 4 (1) ◽  
pp. 14-21
Author(s):  
Fathunikmah Fathunikmah ◽  
Rafida Rafida
Keyword(s):  
Wound Repair ◽  
Health Workers ◽  
Clinical Skills ◽  
Low Cost ◽  
Clinical Skill ◽  
Perineal Wound ◽  
Skill Learning ◽  
Perineal Repair ◽  
Teaching Aids ◽  
Skills Lab

Good clinical skills should be preceded by good skills-lab as well. Therefore, before being used for practice in the treatment room, teaching aids should be used repeatedly so that health workers can master the desired competencies. The purpose of this research was to determine the effectiveness and efficiency of perineal repair model to the clinical skill learning of second degree perineum repair at Camar Room I and II of Arifin Achmad Hospital of Pekanbaru in 2017. This qualitative used a phenomenological design. The research was conducted from February to July 2017. The informants in this research were all midwives who worked in the study site amounted to 20 people. Data were collected by FGD method. The result of the research was that this model was quite realistic when grafted with pelvic model. As a second-grade perineal wound repair material, this model can also be categorized as realistic because it could be sewn on 1 cm of wound peaks, bleary, and subcuticular. The durability of this model was reviewed as low-cost with its good durability and safety.

scholarly journals COMPARISON BETWEEN PAPER-BASED AND WEB- BASED TEST IN THE CLINICAL SKILLS LABORATORY OF UNDERGRADUATE STUDENTS

2019 ◽  
Vol 8 (2) ◽  
pp. 77
Author(s):  
Doni Widyandana
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Clinical Skills ◽  
Working Hours ◽  
Undergraduate Medical Students ◽  
Web Based ◽  
Web Based Learning ◽  
Skills Laboratory ◽  
E Learning ◽  
The Web

Background: E-Learning or web-based technology can be used to train undergraduate medical students’ clinicalreasoning skills. Currently, many learning methods are being developed using web-based environment to replacepaper-based because they are more efficient in terms of paper usage and are flexible for a student in accessingmaterials. This study aims to explore student’s working durationaccess time and scores upon the usage of webbasedtest, to compare students’ scores to paper-based test scores, to explore the advantages anddisadvantages, andsuggestions to improve the web-based learning method.Method: This study randomly enlisted 60 medical students of Universitas Gadjah Mada, Yogyakarta, Indonesiaand divided them into web-based (n = 30) and paper- based test (n = 30) groups. Students answered 15 disastermanagement questions and completed a questionnaire. The scores and times needed to answer the questions werecompared using the Mann-Whitney and Independent Sample tests.Results: The duration to answer in the web-based group was shorter than in paper- based group (p = 0.001), butthe average scores difference was not significant (p = 0.169). In the web-based group, similar numbers of studentsaccessed the website during and after working hours. Survey questionnaire results showed that most students realizedthe advantages of this program and gave appropriate suggestions.Conclusion: Practicing clinical reasoning skills using web-based learning method is more time-efficient comparedto the paper-based test. Its high-accessibility improves the learning interest and motivation of the student, with anequal outcome to the paper-based test.

scholarly journals Pengaruh Pelatihan Caring terhadap Perilaku Memberikan Asuhan Keperawatan pada Mahasiswa Saat Rotasi Klinik di Politeknik Depkes Palangka Raya

2014 ◽  
Vol 3 (3) ◽  
pp. 177
Author(s):  
Abu Bakar ◽  
Widyandana Widyandana ◽  
Rossi Sanusi
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Quantitative Data ◽  
Clinical Skills ◽  
Development Program ◽  
Clinical Teacher ◽  
Teacher Training Program ◽  
Skills Lab ◽  
Skills Laboratory ◽  
Teaching Ability

Background: Evaluation and faculty development program for dental faculty at Muhammadiyah University of Yogyakarta are necessary to improve clinical teacher abilities in skills laboratory. The objective of this study is to conduct pilot study of training program on clinical skills laboratory instructors’ teaching abilities; to measure instructors’ teaching ability before and after the training; and to understand instructors’ perception on the given training.Method: This study was a pretest-posttest single group design accompanied with qualitative method. The subjects are 12 clinical teachers and 91 students of Dental School, Muhammadiyah University of Yogyakarta. Quantitative data analysis by measuring effect size. Focus group discussion conducted after quantitative data were collectedResult: (1) There were moderate effect of clinical skills laboratory teacher’s training program to communication and clinical teaching abilities (d> 0,50). (2) The qualitative analysis showed the good perception of participants and feasibility of teacher training program, the lack of teacher of teacher training program, and the advice to improve the quality of teacher training program. Conclusion: Training of skills-lab instructors was needed to improve communication and teaching ability among skills-lab instructors.

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