Identifying essential procedural skills in Canadian undergraduate medical education

Battaglia, Frank; Sayed, Céline; Merlano, Maria; McConnell, Meghan; Ramnanan, Christopher J.; Rowe, Jennifer; Wang, Hao; Patel, Vishesh; Rastogi, Nikhil

doi:10.36834/cmej.68494

Cited by 4 publications

(7 citation statements)

References 10 publications

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“…However, we speculate that the 100% agreement for pro ciency in taking a nose/throat swab may be in uenced by the recent COVID-19 pandemic. Although abdominal paracentesis has achieved varying levels of importance and competency in different settings (23,24,43), relatively higher priority and competency levels were reported in our study. Sri Lanka has a high prevalence of liver disease, with alarming numbers of chronic liver disease patients being admitted for care in hospitals (70), many of them requiring a peritoneal tap.…”

Section: Discussionmentioning

confidence: 48%

“…It is essential to note the comments on the responsibility of teaching byJohnson and Boohans (2000), who emphasized the di culties faced by the faculty in teaching and supervising students, arguing that the responsibility of training and evaluation of clinical skills should not be born solely by the teaching hospitals(72).Procedural skill training is a fundamental component of undergraduate medical education. However, a wide variation is observed in the selection of procedural skills between different medical schools in Sri Lanka, a nding common to other contexts(23,24,43). The Subject Benchmark Statement for Medicine, Sri Lanka stipulates that a graduate medical doctor should be able to "perform practical and technical procedures, including investigative and therapeutic measures, which are relevant to general professional practice in Sri Lanka" (Quality Assurance Council, 2020, p 8), it does not de ne the essential procedures that are relevant to the general practice and so should be included in undergraduate medical curricula.…”

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confidence: 99%

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Identifying essential procedural competencies for medical students: a modified Delphi survey

Kodikara,

Seneviratne,

Premaratna

2023

Preprint

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Background Although medical students need to acquire specific procedural skills during their undergraduate training, agreement on what skills they should be trained upon and the competency levels that need to be achieved in these skills is inconclusive. This study aimed to identify core procedural skills competencies for Sri Lankan medical students and establish the importance of pre-clerkship procedural training to improve these skills. Methods A three-round, online modified Delphi survey was used to identify consensus on essential procedural skills and competencies for graduating medical students in Sri Lanka. An initial questionnaire was developed using content identified from the literature and student logbooks. The expert panel included seventeen clinicians involved in undergraduate medical education and supervision of resident physicians. In Round 1, they rated their agreement on including 64 procedural skills, and 4 suggested additional procedures in undergraduate training. In Round 2, experts re-appraised 38 skills and rated the level of competency (i.e., Observer to Proficient). In Round 3, experts re-appraised the ratings of 35 essential procedures and rated the support for a pre-clerkship procedural curriculum for medical students. Results Consensus, defined as > 75% agreement, was established with 25 procedural skills across eight categories: cardiovascular, respiratory, gastrointestinal, surgical, gynecology and obstetrics, urogenital, diagnostic, and injections. Nasogastric tube insertion, venipuncture, handwashing, nose/throat/wound swab, measuring capillary packed cell volume, surgical scrub, gown, and gloving were rated with the highest level of agreement as requiring a 'proficient' level of competency. A majority of the experts were in support of a pre-clerkship procedural curriculum for medical students. Conclusions The findings from this Delphi survey provide critical information about core procedural skills and competencies for Sri Lankan undergraduate medical curricula. The results support the importance of teaching these procedures within the pre-clerkship years of medical curricula. Including highly experienced clinician educators in the expert panel validates the study findings, which demonstrate the importance of aligning existing medical curricula with competency-based medical education.

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Section: Discussionmentioning

confidence: 48%

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confidence: 99%

Identifying essential procedural competencies for medical students: a modified Delphi survey

Kodikara,

Seneviratne,

Premaratna

2023

Preprint

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“…We conclude that skills, which are applicable across disciplines, are of particular importance. The education of medical students should therefore be broad with a prioritization on basic skills [ 26 , 29 ]. The idea of moving away from specialty-oriented training towards pure competency-based training is also reflected in the current reform of medical studies in Germany [ 30 ].…”

Section: Discussionmentioning

confidence: 99%

Teaching Practical Skills in Anesthesia, Intensive Care, Emergency and Pain Medicine—What Is Really Relevant for Medical Students? Results of a German National Survey of Nearly 3000 Anesthesiologists

Busch¹,

Weißenbacher²,

Stehr³

et al. 2022

Healthcare

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As a part of a major reform of the medical curriculum in Germany, the national catalogue of learning objectives is being revised with the focus shifting from theory-based learning to teaching practical skills. Therefore, we conducted an online survey to answer the question, which practical skills are essential in anesthesia. Participants were asked to rate the relevance of several skills, that medical students should be able to perform at the time of graduation. A total of 2898 questionnaires could be evaluated. The highest ratings were made for “bringing a patient into lateral recumbent position” and “diagnosing a cardiac arrest”. All learning objectives regarding regional anesthesia were rated as irrelevant. Furthermore, learning objectives like “performing a bronchoscopy” or “performing a rapid sequence induction” had low ratings. In the subgroup analysis, physicians with advanced training and those who were working at university hospitals rated most skills with higher relevance compared to others. Our survey provides a good prioritization of practical skills for the development of new curricula and assessment frameworks. The results can also help to establish our discipline as a cross-sectional subject in competency-based medical education, thus further increasing the attractiveness for medical students.

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“…“Identifying essential procedural skills in Canadian undergraduate medical education” by Battaglia and team 5 created a national survey on current Canadian procedural skills. They wanted to address the discrepancy between expectations of supervisors and the skills new residents are able to perform without direct supervision.…”

Section: Major Contributionsmentioning

confidence: 99%

This is a valuable editorial on assertiveness!

D’Eon

2020

Can. Med. Ed. J

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Identifying essential procedural skills in Canadian undergraduate medical education

Cited by 4 publications

References 10 publications

Identifying essential procedural competencies for medical students: a modified Delphi survey

Identifying essential procedural competencies for medical students: a modified Delphi survey

Teaching Practical Skills in Anesthesia, Intensive Care, Emergency and Pain Medicine—What Is Really Relevant for Medical Students? Results of a German National Survey of Nearly 3000 Anesthesiologists

This is a valuable editorial on assertiveness!

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