Students’ perception regarding skill lab training in medical education

Abstract

Introduction: Clinical skills refer to the skills required for a clinician to manage a complete patient encounter. Clinical skill laboratories provide the facility to medical students and medical staff to learn the clinical skills before applying them on patients. Objectives: To evaluate perception of medical students regarding skill lab training. Study Design: Cross -sectional study. Study Setting: Wah Medical College. Period: January 2017 to June 2017. Study Subject: Students of Final Year M.B.B.S. Sample Size: 114 students. Sampling Technique: Convenient sampling. Data Collection Procedure: With informed consent of participants, questionnaires were filled by students themselves. Questionnaire was comprised of two parts; first part comprised of demographic data, second part comprised of 18 questions to determine perception of medical students about skill lab training. The responses of 18 questions were measured on four-point Likert scale from strongly disagree to agree. Data Analysis: Data was analyzed by using SPSS version 19, frequencies and percentages were calculated. The Chi square- goodness of fit test for one sample was applied on various levels of agreement. The p value of less than 0.05 was considered as significant. Results: The mean age of 114 students was 23.4 years with minimum age of 21 years and maximum of 26 years. Male students were 45(39%) and 69(61%) were female students. Out of 114 medical students108 (94.8%) students preferred to practice in skill lab before performing it on patient and they also had an opinion that the mentor must be friendly and helpful during teaching. Among them 107 (93.9%) students desired that procedures in the skill lab should be performed by the mentors first in front of students and 103 (90.4%) students thought that training of practical skills improve their learning. Out of them 94(82.5%) students believed that skill lab training increased their motivation to become a doctor, 102 (89.5%) students thought that skill lab practice provides a feeling of security for learning process and 100 (87.7%) students had an opinion that it should be a compulsory part of medical curriculum and even it should be started from the first year of the medical education. P value of level of agreement of all the variables regarding perception about skill lab training was found to be < 0.001 which was statistically significant. Conclusion: The students believed that skill lab training is very useful for them and they preferred to practice on manikin before dealing with the patients.

Designing a psychometric assessment tool for evaluating Training Programs of Clinical Skill Training Center from Consumers’ Perspective

“…For example, Imrani et.al. in their study evaluated the attitude of students towards this center and stated that participation in Skill Lab sessions in the preclinical years will assist students in their clinical year to achieve better overall performance, as well as better communication skills and self-esteem (1). Another study showed that the majority of students prefer participation in skill lab for learning essential clinical skills such as venous blood sampling, catheterization, endotracheal intubation, listening to respiratory sounds, genital examination, etc.…”

“…Mastering clinical skills is one of the essential requirements for becoming a physician and pre-clinical courses play an important role in forming these clinical skills in students. The importance of these courses is such that a Clinical Skill Training Center (CSTC) has been formed especially for this purpose, which is nowadays used for training pre-clinical skills and some of the more advanced procedures such as operating room simulation (1). The CSTC is an educational environment where students can use the available resources and the supervision of experienced faculty members to be introduced to clinical skills, train and gain experience in these skills and receive immediate feedback to resolve their mistakes and shortcomings (2).…”

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Gambaran Pembelajaran Kelompok Kecil (Small Group Learning) Daring Selama Masa Pandemi Covid-19 di Fakultas Kedokteran Universitas Muslim Indonesia

“…Untuk mengimbangi dan mempertahankan kualitas lulusan, maka kurikulum pendidikan kedokteran disesuaikan menjadi kurikulum berbasis kompetensi (KBK) (10). Hal ini dikarenakan jurusan pendidikan kedokteran harus menghasilkan lulusan yang dapat beradaptasi dengan lingkungan terutama lingkungan kesehatan yang terus membutuhkan sumber daya yang baik (10)(11)(12).…”