Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

Vogel, Daniela; Harendza, Sigrid

doi:10.3205/zma001063

Cited by 41 publications

(16 citation statements)

References 63 publications

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“…The move toward competency-based medical education (CBME) globally had highlighted this need and also the challenges inherent to ensuring achievement of these competencies. 1 Wide variability in procedural skills has been observed among junior doctors even after adoption of CBME raising questions about their readiness to undertake roles expected of them. 2 Simulation-based training provides an evidence-based solution to imparting skills to the modern trainee in the current practice backdrop of reduced availability of trainee patient contact time as a result of reduced inpatient stay for most treatments and reduced tolerance for trainingrelated morbidity.…”

Section: Discussionmentioning

confidence: 99%

“…Wide variation is observed in skills in performing common bedside clinical procedure of male bladder catheterization among final phase MBBS students trained through conventional training and assessment. 1,2 Conventional teaching and learning methods may not allow assurance of achievement of competencies in the Indian Medical Graduate. 1 Introduction of structured training methods could offer a reliable method of facilitation of learning and assured skill acquisition.…”

Section: Introductionmentioning

confidence: 99%

“…1,2 Conventional teaching and learning methods may not allow assurance of achievement of competencies in the Indian Medical Graduate. 1 Introduction of structured training methods could offer a reliable method of facilitation of learning and assured skill acquisition. 3,4…”

Section: Introductionmentioning

confidence: 99%

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Demonstrate, Observe, Assist, and Perform versus structured educational video in imparting standard skill in male urinary bladder catheterization

Balakrishnan

Rajan

et al. 2022

Asian J Med Sci

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Background: Conventional teaching-learning methods often fail to assure competency in male bladder catheterization (MBC) in the Indian Medical Graduate. Introduction of structured training methods could offer a solution. Aims and Objectives: The objective of the study was to compare efficiency of demonstrate, observe, assist, and perform (DOAP) method of training in a skill lab against structured educational video (SEV)-based learning in training final MBBS students in the psychomotor skill to safely perform MBC. Materials and Methods: Following IRB and IEC clearance, final MBBS students fulfilling selection criteria were randomly allocated into two comparable groups. One group underwent skill lab training using DOAP method while the other group underwent training using a SEV by the same instructor. CRRI interns, regularly performing MBC at work by virtue of conventional training, with 6–8 months experience formed a control group. All participants underwent assessment of skill in MBC by skill lab OSCE evaluation, by assessors blinded to the participant’s method of training. Data were recorded and analyzed using standard statistical software. Trial evaluation from the trial groups was obtained using SurveyMonkey tool. Results: There was no statistically significant difference in the ability of DOAP group or SEV group to safely perform MBC though a higher level of confidence was expressed with their training by DOAP group. Both trial groups statistically outperformed the control group. Conclusion: Structured training assures competence. Video-assisted training produces comparable results though DOAP method is preferred by students. A combination of the techniques may facilitate optimal training.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Demonstrate, Observe, Assist, and Perform versus structured educational video in imparting standard skill in male urinary bladder catheterization

Balakrishnan

Rajan

et al. 2022

Asian J Med Sci

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“…The benefits of autonomy in learning can be seen in medical education as well: A recent review on different learning techniques provides corroborating evidence that medical procedural skill acquisition is enhanced with a self-directed approach [ 24 ]. However, the direct impact of choice on medical motor skills learning remains relatively unexplored.…”

Section: Introductionmentioning

confidence: 99%

Autonomy and focus of attention in medical motor skills learning: a randomized experiment

et al. 2022

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Background The ‘OPTIMAL’ (Optimizing Performance Through Intrinsic Motivation and Attention for Learning) theory of motor learning suggests that autonomy, external focus of attention, and perceived competence can improve learning of simple motor tasks. The authors hypothesized that enhanced (vs. routine) autonomy and external (vs. internal) focus of attention would improve first-try performance of two medical motor tasks. Methods The authors conducted a randomized two-by-two factorial design study with high school students as participants. Task instructions promoted either enhanced or routine autonomy, and either external or internal focus of attention. These conditions were replicated in a crossover design for two common medical tasks (chest compressions on a manikin and a Fundamentals of Laparoscopic Surgery peg transfer task). Primary outcomes were objective measures of task performance (chest compression deviation from target depth; peg transfer time with penalties for errors). Secondary outcomes included subjective perceptions of confidence, autonomy, and workload. Results One hundred thirty-three high school students participated in this study. The primary outcomes concerning enhanced vs. routine autonomy demonstrated no statistically significant difference in either task (chest compression depth deviation: difference -0.7 mm [score range 0 to 37.5 mm]; 95% confidence interval (CI95) -3.85, 2.41; p = .65; peg transfer penalized time: rate ratio 1.03; CI95 0.91, 1.31; p = .79). The authors likewise found no statistically significant difference for external vs. internal focus of attention (depth deviation: difference 1.1 mm; CI95 -2.04, 4.17; p = .50; penalized time: rate ratio 0.89; CI95 0.75, 1.13; p = .33). The authors found no statistically significant differences for either comparison in confidence, autonomy and workload (p > .09; differences ranged from -0.83 to 0.79 [scale range 0 to 10]). Conclusions First-try performance of chest compressions and peg transfer by novice learners is not significantly affected by enhanced (vs. routine) autonomy or external (vs. internal) focus of attention.

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“…With respect to the scientific nature of nursing, special emphasis is typically placed on clinical learning in a well-designed format. [ 1 ] The effectiveness of clinical education for nursing students in all countries, matching the characteristics of each community, also requires fundamental changes to enhance management status and to create opportunities for a platform-standardized evaluation. [ 2 ] After the Islamic Revolution of 1979, nursing education in Iran shifted from an internship model to an academic model.…”

Section: Introductionmentioning

confidence: 99%

Comparing the Relationship between Iranian Clinical Educators' Teaching Behaviors and Undergraduate Nursing Students' Professional Behaviors

Shafig¹,

Pourteimour²,

Mazloumi³

2022

Iranian Journal of Nursing and Midwifery Research

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Background: The effectiveness and efficacy of teaching behaviors by clinical educators need to be determined and applied in caring environments, wherein students' seminal Professional Behaviors (PBs) are being shaped. Here, we endeavor to compare the relationship between Iranian clinical educators' teaching behaviors and undergraduate nursing students' PBs. Materials and Methods: This descriptive correlational study was conducted on 189 students enrolled in the second, third, and fourth academic years at Urmia University of Medical Science in 2019. The instruments were the Nursing Students' PBs Scale (NSPBS) and the Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Data were analyzed by Pearson correlations test and linear regression model. Results: A significant positive correlation between the NSPB and NCTE in the fourth year (r = 0.42, p = 0.001) was about twice as much as the second (r = 0.28, p = 0.017) and third ones (r = 0.28, p = 0.033). Nursing competency, teaching skills, and communication domains were respectively the most effective ones related to the second- (r = 0.35, p = 0.003), third- (r = 0.32, p = 0.015), and fourth-year NSPBs (r = 0.46, p < 0.001). Teaching skills and nursing competency domains had the lowest significant relationships with the second- (r = 0.25, p = 0.034) third- (r = 0.30, p = 0.023) and fourth-year NSPBs (r = 0.35, p = 0,006), respectively. Conclusions: The comparison between the two mentioned variables in the academic year can provide appropriate information about potential problems of clinical education to develop clinical facilitation models.

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Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

Cited by 41 publications

References 63 publications

Demonstrate, Observe, Assist, and Perform versus structured educational video in imparting standard skill in male urinary bladder catheterization

Demonstrate, Observe, Assist, and Perform versus structured educational video in imparting standard skill in male urinary bladder catheterization

Autonomy and focus of attention in medical motor skills learning: a randomized experiment

Comparing the Relationship between Iranian Clinical Educators' Teaching Behaviors and Undergraduate Nursing Students' Professional Behaviors

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