Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study

Abstract

BackgroundEvery procedural skill consists of some microskills. One of the effective techniques for teaching a main procedural skill is to deconstruct the skill into a series of microskills and train students on each microskill separately. When we learn microskills, we will learn the main skill also. This model can be beneficial for tuition on procedural skills.ObjectiveIn this study, we propose a stationed-based deconstructed training model for tuition of each microskill, and then we assessed the medical students’ self-perceived abilities.MethodsThis quasi-experimental study was conducted in 268 medical students (536 matched pre- and post-questionnaires) at the surgical clerkship stage during five consecutive years in three teaching and learning groups. In this study, we taught each skill in 10 steps (proposed model) to the students. We then evaluated the students’ self-perceived abilities using a pre- and post-self-assessment technique. SPSS v13 software with one-way analysis of variance and paired t-tests were used for data collection and analysis.ResultsAssessment of medical students’ perceived abilities before and after training showed a significant improvement (P < 0.001) in both cognitive and practical domains. There were also significant differences between the three teaching and learning groups (P < 0.001). There were no significant differences for the different years of training regarding the observed improvement.ConclusionThis study suggests that deconstructing the practical skills into microskills and tuition of those microskills via the separated structured educational stations is effective according to the students’ self-ratings.

Teaching Procedures and Skills in Medical Schools: Gaps, Weakness, and Challenges

“…This will help students to get formal procedural training maintained skills performance superiority over subsequent years of medical school [10]. Several studies showed that clinical skills curricula have demonstrated significant improvements in medical student confidence after implementation of formal procedural skills courses [9,11,12].…”

The deconstructed procedural description in robotic colorectal surgery

“…Having a procedural description can assist trainees in learning complex cases by finding common features in existing knowledge [ 15 ]. It has utility in reducing the mental effort required to learn a new task by breaking it down into more approachable chunks of knowledge [ 16 , 17 ], and can improve performance of procedural skills [ 18 , 19 ]. Procedural deconstruction has even be used to guide novel training approaches such as teaching appendicectomy to a non-surgically trained space team [ 20 ].…”

The 3‐Dimensional Temporal Bone Dissection Manual: Operable Stepwise Models for Teaching Otologic Surgery

“…1 A procedure can be broken down into simpler tasks (task deconstruction) and then appropriate instruction is made available to guide the novice (instructional scaffolding). 2,3 We propose a novel use of 3-dimensional (3D) models in surgical training: stepwise models that are operable, both to demonstrate an unfolding operation as a 3D dissection guide, but also to allow for practice of the operation, with the option to practice any specific step repeatedly and in any order. The objective of this study was to develop and pilot test a process for creating reproducible stepwise surgical 3D models that are patient and surgical educator specific.…”

“…For example, operative textbooks and dissection manuals break down surgeries into smaller steps that are put together to demonstrate the progression of the surgery 1 . A procedure can be broken down into simpler tasks (task deconstruction) and then appropriate instruction is made available to guide the novice (instructional scaffolding) 2,3 …”