scholarly journals Commencing Technical Clinical Skills Training in the Early Stages of Medical Education: Exploring Student Views

2018 ◽  
Vol 29 (1) ◽  
pp. 173-179 ◽  
Author(s):  
Josephine Seale ◽  
Madeleine Knoetze ◽  
Anita Phung ◽  
David Prior ◽  
Colin Butchers
Keyword(s):  
Medical Education ◽  
Clinical Skills ◽  
Skills Training ◽  
Clinical Skills Training ◽  
Early Stages ◽  
Student Views

Student Satisfaction Study of Clinical Skills Training in Korean Medical Education

2013 ◽  
Vol 34 (3) ◽  
pp. 37-53 ◽  
Author(s):  
Sung Bo Sim ◽  
Ji Hyeon Kweon ◽  
Hyung Woo Kim ◽  
Jin Woo Hong ◽  
Sang Woo Shin
Keyword(s):  
Medical Education ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Skills Training ◽  
Clinical Skills Training

Student Views on the Use of 2 Styles of Video-Enhanced Feedback Compared to Standard Lecture Feedback During Clinical Skills Training

2015 ◽  
Vol 72 (5) ◽  
pp. 969-973 ◽  
Author(s):  
Craig Nesbitt ◽  
Alex W. Phillips ◽  
Roger Searle ◽  
Gerard Stansby
Keyword(s):  
Clinical Skills ◽  
Skills Training ◽  
Clinical Skills Training ◽  
Student Views

scholarly journals YouTube as a Platform for Publishing Clinical Skills Training Videos

2013 ◽  
Vol 88 (2) ◽  
pp. 192-197 ◽  
Author(s):  
David Topps ◽  
Joyce Helmer ◽  
Rachel Ellaway
Keyword(s):  
Clinical Skills ◽  
Skills Training ◽  
Clinical Skills Training

scholarly journals Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training ◽  
The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

A Cloud-Based Architecture for Interactive E-Training

2019 ◽  
pp. 1379-1392 ◽  
Author(s):  
Halima E. Samra ◽  
Alice S. Li ◽  
Ben Soh ◽  
Mohammed A. AlZain
Keyword(s):  
Positive Impact ◽  
Clinical Skills ◽  
Skills Training ◽  
Training System ◽  
Cloud Services ◽  
Technology Enhanced Learning ◽  
Clinical Skills Training ◽  
Intensive Training ◽  
Training Resources ◽  
Cloud Technologies

Cloud-based technologies play a significant role in the technology-enhanced learning domain. The adoption of cloud technologies in the educational environment has a positive impact on the learning process by offering new tools and services to improve and support the learning life cycle, including interactivity. In specific fields, such as clinical skills training, that involve computer-intensive training scenarios, there is an increased demand to deliver training services to a larger number of learners, therefore the need for cloud services. However, to date there has been a lack of a formalized framework relating to the use of cloud computing for on-demand interactive e-training resources. This paper is to formalize a theoretical framework for an interactive e-training system particularly for clinical skills training, taking into consideration e-training system requirements and with a focus on applying cloud technologies to ensure the dynamic scalability of services and computing power while maintaining QoS and security

The Operational Design of Clinical Skills Training Program in Gachon Medical School

1970 ◽  
Vol 14 (2) ◽  
pp. 203-212 ◽  
Author(s):  
Gwi Hwa Park ◽  
Hi Jung Koh ◽  
In Suck Choi ◽  
Young Don Lee ◽  
Yoon Myung Yim ◽  
...  
Keyword(s):  
Medical School ◽  
Training Program ◽  
Clinical Skills ◽  
Skills Training ◽  
Clinical Skills Training ◽  
Operational Design

Clinical skills training in the nursing home

2000 ◽  
Vol 2 (3) ◽  
pp. 125-129 ◽  
Author(s):  
SL Hatcher ◽  
JA Chamberlain
Keyword(s):  
Nursing Home ◽  
Clinical Skills ◽  
Skills Training ◽  
Clinical Skills Training

scholarly journals Variability among groups of nursing students’ utilization of a technological learning tool for clinical skills training: An observational study

2017 ◽  
Vol 7 (7) ◽  
pp. 66 ◽  
Author(s):  
Cecilie Haraldseid ◽  
Karina Aase
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Observational Study ◽  
Technology Use ◽  
Clinical Skills ◽  
Skills Training ◽  
Collaborative Problem Solving ◽  
Clinical Skills Training ◽  
Collaborative Problem ◽  
Technological Tool

Background and objective: The use of technology has become the norm in nursing education. While technology has opened up for more flexible, active, student-focused teaching methods, its introduction has also brought challenges regarding its use and implementation. Recent literature has concentrated on how to best implement technology, but little attention has focused on observing student practices during technology use. Therefore, it is unknown how to optimize technology use within clinical skills training. The objective of this study was to investigate how groups of nursing students utilize a technology-based learning tool.Methods: An observational study with an exploratory design was implemented using video recordings as the data material.Results: The results indicated a high level of variability in nursing students’ performance and ability to utilize a technological tool while working in groups. The variability during clinical skills training was associated with four factors: level of competence, motivation to learn, role clarification, and collaborative problem-solving skills.Conclusions: The results of the study indicated variability in groups of nursing students’ ability to employ a technological tool during a selected procedure—namely, wound care and dressing. These findings suggest that a set of implications for faculty members should be developed. Specifically, staff and students should be prepared prior to using technology by focusing on group dynamics, group composition, development of collaborative problem-solving skills, and role modeling. 

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