scholarly journals Pemanfaatan Sampah Bahan Habis Pakai Non-Medis Laboratorium Ketrampilan Klinik (SKILLS LAB) Sebagai Modifikasi Alat Peraga Sederhana Skill Mandiri

2020 ◽  
Vol 2 (2) ◽  
pp. 73-79
Author(s):  
P Patmawati ◽  
Fadilah Hidayati
Keyword(s):  
Clinical Skills ◽  
Clinical Pathology ◽  
Experimental Animals ◽  
Rubber Ball ◽  
Skills Lab ◽  
Skills Laboratory ◽  
Human Nails

The Skills Lab is a facility where students can practice the skills they need, which is not a real context between doctor and patient. Practicum in the Clinical Skills Laboratory and OSCE uses non-infectious non-medical consumables. The stages of making modification props are carried out in several stages including: collecting and sorting non-infectious non-medical consumables. Disinfection of non-medical consumables that are non-infectious with antiseptics. The produced props include gloves used as prepuce in circumcision beads. Modified infusion plastic bottles resemble human nails we use for nail extraction skills. The IV line can be modified as a vein in the bead, this is used for the sexy vein skill in the beaded IV. Abocart needle (neddle) is used for NGT or usually called sonde for experimental animals. Rubber infusion hose is used as an LED tube rubber ball in Clinical Pathology practicum.

scholarly journals Pengaruh Pelatihan Caring terhadap Perilaku Memberikan Asuhan Keperawatan pada Mahasiswa Saat Rotasi Klinik di Politeknik Depkes Palangka Raya

2014 ◽  
Vol 3 (3) ◽  
pp. 177
Author(s):  
Abu Bakar ◽  
Widyandana Widyandana ◽  
Rossi Sanusi
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Quantitative Data ◽  
Clinical Skills ◽  
Development Program ◽  
Clinical Teacher ◽  
Teacher Training Program ◽  
Skills Lab ◽  
Skills Laboratory ◽  
Teaching Ability

Background: Evaluation and faculty development program for dental faculty at Muhammadiyah University of Yogyakarta are necessary to improve clinical teacher abilities in skills laboratory. The objective of this study is to conduct pilot study of training program on clinical skills laboratory instructors’ teaching abilities; to measure instructors’ teaching ability before and after the training; and to understand instructors’ perception on the given training.Method: This study was a pretest-posttest single group design accompanied with qualitative method. The subjects are 12 clinical teachers and 91 students of Dental School, Muhammadiyah University of Yogyakarta. Quantitative data analysis by measuring effect size. Focus group discussion conducted after quantitative data were collectedResult: (1) There were moderate effect of clinical skills laboratory teacher’s training program to communication and clinical teaching abilities (d> 0,50). (2) The qualitative analysis showed the good perception of participants and feasibility of teacher training program, the lack of teacher of teacher training program, and the advice to improve the quality of teacher training program. Conclusion: Training of skills-lab instructors was needed to improve communication and teaching ability among skills-lab instructors.

scholarly journals DEVELOPING LOW-COST MANNEQUIN FOR UNDERGRADUATE IV LINE PHLEBOTOMY

2018 ◽  
Vol 7 (3) ◽  
pp. 191
Author(s):  
Doni Widyandana
Keyword(s):  
Undergraduate Students ◽  
Clinical Skills ◽  
Low Cost ◽  
Simulated Patients ◽  
Structured Interviews ◽  
Laboratory Education ◽  
Skills Lab ◽  
Skills Laboratory ◽  
Design Options ◽  
Laboratory Training

Background: Skills laboratory training had been providing students the opportunity to practice medical skills in a longitudinal education curriculum with various methods. The integration of skills lab learning methods and the use of mannequins could provide the students to practice invasive medical procedures on patients like the real condition in the clinical setting, but still remains a safe simulation. However, simulations in the skills lab require commercial mannequins that have been imported with limited design options and very expensive prices. The effect of this expensive training will hamper institutions to facilitate students’ learning. Therefore, Clinical Skills Laboratory, Faculty of Medicine, Universetas Gadjah Mada had initiated to produce low-cost and innovative mannequins. This study is aimed to develop low-cost mannequin in order to facilitate learning.Methods: This study is a comparison study to 3 types of simple infusions mannequin which will be attached to simulated patients. These 3 types of mannequin are based from the materials: silicone, silicone plus oil, and latex. There were three groups of respondents: 30 students, 15 teachers, and 15 simulated patients and were randomly invited to review those mannequins using a questionnaire and structured interviews. The data were analyzed using Mann-Whitney test and an “inductive content analysis”.Results: The low-cost mannequins were highly accepted by the respondents and the best mannequin was made from silicone (p<0.05). However, the mannequins need improvement on the skin design and the prevention of fluid leakage from the pumps and tubes. These mannequins were designed to stimulate undergraduate students not only to practice inserting needle to veins, but also learning how to communicate with patients at the same time.Conclusion: These low-cost mannequins can be used to practice integrated clinical skills in skills laboratory education. However, the mannequins should be evaluated and improved regularly. 

scholarly journals Acute medical unit clinical skills lab

2019 ◽  
Vol 6 (Suppl 1) ◽  
pp. 140-140
Author(s):  
Sarb Clare ◽  
Joe Wheeler
Keyword(s):  
Clinical Skills ◽  
Medical Unit ◽  
Acute Medical Unit ◽  
Skills Lab

Teaching Tip: Designing Flipped Classrooms to Enhance Learning in the Clinical Skills Laboratory

2021 ◽  
pp. e20210043
Author(s):  
Sarah Baillie ◽  
Annelies Decloedt ◽  
Molly Frendo Londgren
Keyword(s):  
Student Engagement ◽  
Flipped Classroom ◽  
Clinical Skills ◽  
Face To Face ◽  
Use Of Time ◽  
Skills Laboratory ◽  
The Face ◽  
Expected Benefits ◽  
Time Required ◽  
Effective Use

Flipped classroom is an educational technique in which content is delivered online for students to study at their own pace in preparation for in-class learning. Benefits include increased flexibility, enhanced student engagement and satisfaction, and more effective use of time spent during face-to-face teaching. However, the development and implementation of flipped classroom teaching are also associated with challenges, including time required to develop learning materials and getting students to engage with the preparatory work. This teaching tip describes a structured approach to designing and implementing the flipped classroom approach for clinical skills to allow a greater focus on practicing the hands-on skills and the provision of feedback during the laboratory session. First, the rationale for flipping the classroom and the expected benefits should be considered. On a practical level, decisions need to be made about what to include in the flipped component, how it will complement the face-to-face class, and how the resources will be created. In the design phase, adopting a structured template and aligning with established pedagogical principles is helpful. A well-designed flipped classroom motivates learners by including different elements such as quality educational media (e.g., videos), the opportunity to self-assess, and well-defined connections to relevant knowledge and skills. Student engagement with the flipped material can be promoted through different strategies such as clear communication to manage student expectations and adapting the delivery of the face-to-face component. Finally, gathering feedback and evaluating the initiative are important to inform future improvements.

The Development of a Clinical Skills Laboratory at Ross University School of Veterinary Medicine

2018 ◽  
Vol 46 (3) ◽  
pp. 177-183
Author(s):  
Bernard Grevemeyer ◽  
Andrew Knight
Keyword(s):  
Veterinary Medicine ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Physical Space ◽  
Teaching Staff ◽  
Psychomotor Skills ◽  
Skills Laboratory ◽  
Source Models ◽  
Senior Students

Dedicated clinical skills laboratories (CSLs) that make use of models, mannequins and simulators, are being increasingly established in medical and veterinary schools. These have been commonplace in medical schools for more than two decades, but their incorporation within the teaching of veterinary curricula has occurred much more recently. In 2007, a decision was taken to establish a CSL at Ross University School of Veterinary Medicine. We considered the range of skills that we wished to teach, the physical space and equipment needed, the storage and air conditioning requirements, the facilities needed to deliver PowerPoint lectures and case study presentations, and other essentials necessary to handle cadaver specimens. We converted an appropriate campus building to our needs, hired teaching staff, and started to source models and mannequins for the teaching of veterinary clinical skills. In 2010, 177 senior students completed a survey evaluating their experiences within our CSL. Student satisfaction was generally high, with 95% of respondents feeling that the CSL had improved their psychomotor skills. However, 15% of them felt that the models were insufficiently realistic. Our clinical skills programme has since developed considerably, and it currently offers instruction in a diverse array of surgical, medical and other clinical skills. We hope that this description of our experiences may assist others embarking on similar projects elsewhere.

scholarly journals SOLUSI PERMASALAHAN MANAJERIAL DI SKILLS LAB

2020 ◽  
Vol 2 (2) ◽  
pp. 72
Author(s):  
ATIK MAFTUHAH
Keyword(s):  
Literature Review ◽  
Clinical Skills ◽  
Opportunity To Learn ◽  
Management Team ◽  
Google Scholar ◽  
Good Management ◽  
Leadership Management ◽  
Skills Lab ◽  
Management And Leadership ◽  
Lab Management

<p><strong><em>Introduction</em></strong><em>: </em><em>Learning clinical skills in the skills lab gives students the opportunity to learn and practice their clinical skills before examining directly to patients. However, the skills lab itself has many components that require good management and leadership to avoid obstacles or problems in the implementation of learning.</em></p><p><strong><em>Method</em></strong><em>: Literature review conducted through google and google scholar search engines with the keywords “leadership”, “management”, “team”, and “skills lab” from 1985-2015.</em><em></em></p><p><strong><em>Result</em></strong><em>: </em><em>There are several concepts from literature study that can be applied to overcome managerial problems in the skills lab. An effective leader / manager profile according to Quinn (Quinn’s eight roles) is needed in leading the skills lab because the head of the skills lab as the first line manager is responsible for managerial problems in the skills lab. In addition, management and leadership in the skills lab is also very necessary to produce an effective and efficient team so that the performance and contribution of the management team is effective. By understanding the Belbin Team Roles, the concept can be adapted in managing the skills lab management by synergizing the roles among the members of the skills lab management team. Within this concept, there are eight aspects of roles in a good management team.</em></p><p><strong><em>Conclusion</em></strong><em>: </em><em>Given the complexity in the skills lab, managerial problems can arise that can result in the preparation of modules, equipment, facilities, etc. being unprepared. Managerial problem solving in the skills lab can be solved by applying the manager's roles and functions, Quinn's eight roles and the Belbin team roles.</em></p><p><strong>Pendahuluan</strong>: Pembelajaran keterampilan klinis di <em>skills lab</em> memberikan kesempatan mahasiswa untuk belajar dan mempraktikkan keterampilan klinis mahasiswa sebelum terjun ke pasien langsung. Namun, <em>skills lab</em> sendiri memiliki komponen yang banyak sehingga memerlukan manajemen dan <em>leadership</em> yang baik supaya tidak terjadi kendala atau permasalahan dalam pelaksanaan pembelajaran.</p><p><strong>Metode</strong>: <em>Literature review</em> yang dilakukan melalui <em>search engine google </em>dan <em>google scholar</em> dengan kata kunci “<em>leadership”, “management”, “team”, </em>dan<em> “skills lab”</em> dari tahun 1985-2015.</p><p><strong>Hasil</strong>: Ada beberapa konsep dari studi literatur terpilih yang dapat diaplikasikan untuk mengatasi permasalahan manajerial di<em> skills lab. </em>Profil pemimpin/manajer yang efektif menurut Quinn (<em>Quinn’s eight roles</em><em>)</em> sangat diperlukan dalam memimpin <em>skills lab</em> karena kepala bagian <em>skills lab</em> sebagai manajer lini pertama bertanggung jawab terhadap permasalahan manajerial di <em>skills lab</em>. Selain itu, manajemen dan<em> leadership </em>di <em>skills lab </em>juga<em> </em>sangat diperlukan untuk menghasilkan tim yang efektif dan efisien sehingga kinerja dan kontribusi tim pengelola menjadi efektif. Dengan memahami <em>the </em><em>Belbin Team Role</em><em>s</em>, maka konsep tersebut dapat diadaptasi dalam pengelolaan manajemen <em>skills lab</em> dengan melakukan sinergi peran diantara anggota tim pengelola <em>skills lab</em>. Dalam konsep tersebut, terdapat delapan aspek peran dalam sebuah tim manajemen yang bagus.</p><p><strong>Kesimpulan</strong>: Dengan adanya kompleksitas di <em>skills lab</em>, maka dapat timbul permasalahan manajerial seperti kurang siapnya modul, peralatan, fasilitas, dan lainnya. Penyelesaian permasalahan manajerial di <em>skills lab</em> dapat ditinjau dari aplikasi peran dan fungsi manajer, <em>Quinn’s eight roles</em> dan <em>t</em><em>he Belbin </em><em>t</em><em>eam </em><em>r</em><em>ol</em>es.</p>

The Effectiveness of Social Media Use as a Supplement Media of Clinical Skills Lab Learning for Undergraduate Medical Students in Low- and Middle-Income Countries during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Zahira Noor Fathiyya ◽  
Muhammad Reza Utama ◽  
Yelvi Levani ◽  
Yuli Wahyu Rahmawati
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Medical Education ◽  
Medical Students ◽  
Clinical Skills ◽  
Learning Method ◽  
Undergraduate Medical Students ◽  
Middle Income ◽  
Middle Income Countries ◽  
Skills Lab

BACKGROUND Before COVID-19, it was recommended that medical education be conducted using the blended learning method in order to achieve an effective learning experience. However, it seems that distance learning is currently the best alternative to the previous learning method. Clinical skills lab activities, which are one of the learning methods in medical education, must adapt because they cannot be administered in-person. Social media has been proven giving a potential to supplement formal medical education for undergraduate student. OBJECTIVE This systematic review aims to examine the effectiveness of media social use as a supplement for clinical skills lab learning on undergraduate medical students in low- and middle-income countries (LMIC) during the COVID-19 pandemic. METHODS We designed a protocol for creating a systematic review on the effectiveness of social media as a supplement media in clinical skills lab learning for undergraduate medical students in LMIC during COVID-19. We will be extracting information from appropriate sources online obtained from journal websites’ databases guided by the PRISMA-S checklist in accordance with the research problem. The included sources include randomized controlled trials, systematic review, and meta-analysis published between 2020-2021. RESULTS This manuscript is still a protocol and has not been implemented. CONCLUSIONS In this systematic review, we will discuss the effectiveness of social media as a clinical skills lab learning for undergraduate medical students in LMIC during the COVID-19 pandemic.

Sign in / Sign up

Export Citation Format

Share Document