Emerging issues in clinical skills laboratories in Japan

Suzuki, Toshiya; Beppu, Masashi; Nara, Nobuo

doi:10.1111/j.1743-498x.2009.00286.x

Cited by 3 publications

(4 citation statements)

References 4 publications

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“…After the course, students took six OSCE stations based on the Common Achievement Test Organization (CATO) from 2005 to 2009. The CATO OSCE, which is a required national standard examination for Japanese medical students, 7 was introduced as a summative assessment in Kagoshima University in 2006, and students have to pass it to start their fifth‐year clinical clerkship. Stations of the OSCE included: interview; physical examination of the head and neck, chest, and abdomen; neurological findings; and suturing skills.…”

Section: Methodsmentioning

confidence: 99%

Reflection and self-directed and group learning improve OSCE scores

Tagawa

Imanaka

2010

The Clinical Teacher

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Section: Methodsmentioning

confidence: 99%

Reflection and self-directed and group learning improve OSCE scores

Tagawa

Imanaka

2010

The Clinical Teacher

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“…However, we noted that simulation-based education was not common in Japanese medical schools. We analyzed the prevalence of simulation-based education in 80 medical schools by questionnaire (6). Seventy-three schools responded to the questionnaire and were entered in the study.…”

Section: Clinical Skills Training Should Be One Of the Most Importantmentioning

confidence: 99%

“…They can also try to perform vacuum extraction according to the computer guide (Fig. 5) Although the effectiveness of simulation-based education is widely appreciated, it is not common in medical education in Japan (6). There are some reasons to explain the low (Fig.…”

Section: Assistance Of Deliverymentioning

confidence: 99%

The Introduction and Effectiveness of Simulation-based Learning in Medical Education

et al. 2009

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“…It can be used not only by medical students in clinical training but also throughout all medical fields, from college students to many healthcare providers [ 9 ]. Although SBL programs are effective and widely used by many medical schools, they are not commonly used in some countries as a method for clinical teaching, such as Japan [ 10 ]. SBL for clinical teaching is a valuable method to ensure patients’ safety and decrease the risk of errors when practicing skills such as cardiopulmonary resuscitation, airway management, procedural training, trauma, and risk and crisis management.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Medical Students’ Satisfaction With Using a Simulation-Based Learning Program as a Method for Clinical Teaching

Mujamammi,

Alqahtani,

Alqaidi

et al. 2024

Cureus

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This cross-sectional analytical study aims to evaluate medical students' awareness and satisfaction regarding the utilization of simulation-based learning (SBL) as a method for clinical teaching at King Saud University (KSU) over the past 12 months. It seeks to understand how such learning methods enhance students' self-satisfaction and clinical skills, facilitate the application of learned knowledge, and assess the role of instructors in providing ample practice opportunities in the skills laboratory. Furthermore, the study aims to assess the satisfaction levels of students in both preclinical and clinical years regarding the time allocated for skills laboratory sessions and the integration of high-fidelity technology in simulation-based training programs at KSU. MethodsIn this cross-sectional study, a total of 306 male and female medical students from the College of Medicine at KSU participated, comprising 196 preclinical students (first, second, and third years) and 110 clinical students (fourth and fifth years). Quantitative data was collected through a structured questionnaire on a 5point Likert scale that showed degrees of satisfaction. The satisfaction was measured based on a 5-point Likert scale that shows the degree of satisfaction from (very dissatisfied, dissatisfied, neither dissatisfied nor satisfied, satisfied, and very satisfied), and we calculated the p-value based on an independent t-test, and the percentage represented the percentage of students who chose satisfied and very satisfied. ResultsThe results showed overall satisfaction with SBL (mean: 3.98, 71.10%), and it was recognized as a useful and effective method of learning skills. It is reported that it helped the students implement what they learned. At the same time, lower satisfaction was identified in areas with less allocated time for skill labs. Moreover, lack of accessibility and lack of trained staff were reported, and they should be addressed by providing staff with proper training. ConclusionThe results of the study will help to understand how students' learning needs should be addressed. Moreover, providing simulation-based training is a pathway compliant with the best educational standards that should be adapted according to each institution's singularities. Besides offering further results, the study presents suggestions for further research.

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Emerging issues in clinical skills laboratories in Japan

Cited by 3 publications

References 4 publications

Reflection and self-directed and group learning improve OSCE scores

Reflection and self-directed and group learning improve OSCE scores

The Introduction and Effectiveness of Simulation-based Learning in Medical Education

Evaluation of Medical Students’ Satisfaction With Using a Simulation-Based Learning Program as a Method for Clinical Teaching

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