Teaching procedures: improving “see one, do one, teach one”

Birnbaumer, Diane M.

doi:10.2310/8000.2011.110386

Cited by 20 publications

(23 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A positive association was established between self-perception of competency and knowledge of clinical practical procedures Spearman rho 0.360. Although the correlation was relatively weak (0.360), this finding still supports assertions by Bandura (1997) that individuals who perceive themselves highly, are likely to work hard and subsequently get better scores in examinations and tests. This was probably the reason why students who had high self-perception on clinical practical procedures got better scores in the knowledge test, consequently the recorded association between self-perception and knowledge.…”

Section: Discussionsupporting

confidence: 76%

“…With the assertion that high self-efficacy (self-perception) is related to high achievement in educational settings (Bandura, 1997), self-perception of competency was correlated to the knowledge of clinical practical procedures (Table 4). A positive association was established between self-perception of competency and knowledge of clinical practical procedures Spearman rho 0.360.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Medical Students’ Knowledge of Clinical Practical Procedures: Relationship with Clinical Competence

Katowa-Mukwato¹,

Banda²

2014

View full text Add to dashboard Cite

Clinical competence is an attribute expected of every practicing doctor while proficiency in procedural skills is a requirement by certifying bodies. To attain competency in the performance of procedural/psychomotor skills, possession of conceptual knowledge has been documented as a fundamental pre-requisite in reference to medical education literature. At the University Of Zambia School Of Medicine, the matter of cognitive knowledge in relation to competence in clinical practical skills for undergraduate medical students was investigated in a project which was conducted in 2013. Fifty-six (56) students from a class of 60 (93% response rate) of the final year medical students' class of 2012/2013 completed a Multiple Choice Question (MCQ) knowledge test which was administered to ascertain the level of knowledge on 14 selected clinical practical procedures. Knowledge levels of clinical practical procedures of the final year medical students were found to be inadequate represented by a 39% pass rate with students' scores lower than the Angoff determined pass mark on most items. Expectedly, students were more knowledgeable in those procedures where they were formally taught and those where there was a high likelihood of being assessed. The correlation between knowledge and self-perceived competence was positive Spearman rho of 0.360, while a negative correlation was recorded between knowledge and manifest competence (objectively measured competence) Pearson r −.116. The positive correlation between knowledge and self-perception of competence is an indication of the role of knowledge in improving self-concept about a skill, which may consequently lead to improved performance.

show abstract

Section: Discussionsupporting

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Medical Students’ Knowledge of Clinical Practical Procedures: Relationship with Clinical Competence

Katowa-Mukwato¹,

Banda²

2014

View full text Add to dashboard Cite

show abstract

“…27,39,40 Birnbaumer recently summarized the pros and cons of cadaver in stating that they have "already given consent" and reflect actual human anatomy but they are expensive and their availability is limited and requires dedicated facilities and staff. 41 Fresh cadavers can only be used in a limited period of time and may transmit disease while fixed cadavers' tissues may be less realistic. Last but not least, some students may be faced with ethical issues and concerns.…”

Section: How Should We Teach Awm?mentioning

confidence: 99%

“…41 They are relatively inexpensive and can be available 24/7. Plummer and Owen designed a trial to quantify learning of orotracheal intubation.…”

Section: How Should We Teach Awm?mentioning

confidence: 99%

Evidence base in airway management training

Zoric

Savoldelli

2015

Trends in Anaesthesia and Critical Care

View full text Add to dashboard Cite

“…Traditionally, procedural training consisted of “on‐the‐job” practice in an apprenticeship model where learners performed procedures in the clinical setting under supervision (“see one, do one, teach one”). Concerns about the safety, ethics, and effectiveness of this approach have led to a paradigm shift in contemporary procedural training . Using simulation‐based procedural training (SBPT) prior to actual task performance in the clinical environment has emerged as the expected norm …”

mentioning

confidence: 99%

Applying Educational Theory and Best Practices to Solve Common Challenges of Simulation‐based Procedural Training in Emergency Medicine

Cassara

Schertzer

Falk

et al. 2019

AEM Education and Training

View full text Add to dashboard Cite

Objectives: Procedural competency is an essential prerequisite for the independent practice of emergency medicine. Multiple studies demonstrate that simulation-based procedural training (SBPT) is an effective method for acquiring and maintaining procedural competency and preferred over traditional paradigms ("see one, do one, teach one"). Although newer paradigms informing SBPT have emerged, educators often face circumstances that challenge and undermine their implementation. The goal of this paper is to identify and report on best practices and theory-supported solutions to some of these challenges as derived using a process of expert consensus building and reviews of the existing literature on SBPT.Methods: The Society for Academic Emergency Medicine (SAEM) Simulation Academy SBPT Workgroup convened approximately 8 months prior to the 2019 SAEM Annual Meeting to perform a review of the literature and participate in a consensus-building process to identify solutions (in the form of best practices and educational theory) to these challenges faced by educators engaging in SBPT.Results and Analysis: Thirteen distinct educational challenges to SBPT emerged from the expert group's primary literature reviews and consensus-building processes. Three domains emerged upon further analysis of the 13 challenges: learner, educator, and curriculum. Six challenges within the "learner" domain were selected for comprehensive discussion in this paper, as they were deemed representative of the most common and most significant threats to ideal SBPT. Each of the six challenges aligns with one of the following themes: 1) From the

show abstract

Teaching procedures: improving “see one, do one, teach one”

Cited by 20 publications

References 13 publications

Medical Students’ Knowledge of Clinical Practical Procedures: Relationship with Clinical Competence

Medical Students’ Knowledge of Clinical Practical Procedures: Relationship with Clinical Competence

Evidence base in airway management training

Applying Educational Theory and Best Practices to Solve Common Challenges of Simulation‐based Procedural Training in Emergency Medicine

Contact Info

Product

Resources

About