Comparative analysis of the acquired clinical skills assessment of undergraduate medical students in a problem-based learning and traditional curricula

Introduction: The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.Methods: This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.Results: A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.Conclusions: To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.

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– Medical education Curriculum gaps in teaching clinical skills to Iranian undergraduate medical students

Archives of Medical Science ◽

10.5114/aoms.2013.33073 ◽

2013 ◽

Vol 2 ◽

pp. 309-313 ◽

Cited By ~ 2

Author(s):

Azim Mirzazadeh ◽

Behrouz Bavarian ◽

Ali Labaf ◽

Ali Afshari ◽

Mohammad Nikoo ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Clinical Skills ◽

Education Curriculum ◽

Undergraduate Medical Students ◽

Medical Education Curriculum

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OSCE 3D: a virtual clinical skills assessment tool for coronavirus pandemic times

10.21203/rs.3.rs-25191/v1 ◽

2020 ◽

Author(s):

Alexandre Loureiro Faria ◽

Anne Carolinne Bezerra Perdigão ◽

Edgar Marçal ◽

Marcos Kubrusly ◽

Raquel Autran Coelho Peixoto ◽

...

Keyword(s):

Assessment Tool ◽

Clinical Skills ◽

Simulation Software ◽

Free Access ◽

Interactive Simulation ◽

Three Dimension ◽

Undergraduate Medical Students ◽

Clinical Skills Assessment ◽

Informed Consent Form ◽

System Usability Scale

Abstract Background : In pandemic times where the “lockdown strategy” has been adopted, the use of innovations using technological resources such as the creation of instruments that can replace traditional teaching-learning methods in the training of health professionals is essential. The aim of this study was to develop and evaluate the usability of a realistic interactive simulation computer system using three-dimensional imaging technology and virtual reality with free-access computational tools available on the web. Methods : the development of a prototype (OSCE 3D) was based on the steps used for the construction of simulation software of a "Serious Game". An experimental phase was carried out to assess usability, through a questionnaire based on the System Usability Scale. The study was approved by the Research Ethics Committee of the institution and all patients signed the Informed Consent Form. Results : a total of 39 undergraduate medical students from the 6th semester of a private university center of northeast do Brazil voluntarily participated in the evaluation of the OSCE 3D. The usability evaluation presented a mean score of 75.4 with a margin of error of 3.2, considered a good usability according to the literature. Conclusions : this work allowed the development of a low-cost prototype, using a three-dimension realistic simulation system for OSCE assessment stations. This product, even in the prototype phase, showed good usability.

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

10.21203/rs.3.rs-70716/v1 ◽

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.

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Clinical Medical Students’ Preferred Teaching Methods: A Study at the National Defense University of Malaysia

European Journal of Medical and Health Sciences ◽

10.24018/ejmed.2021.3.2.762 ◽

2021 ◽

Vol 3 (2) ◽

pp. 74-78

Author(s):

Sheikh Salahuddin Ahmed ◽

Sagili Chandrasekhara Reddy

Keyword(s):

Medical Students ◽

Teaching Methods ◽

Clinical Skills ◽

Clinical Skill ◽

Simulated Patient ◽

National Defense ◽

Undergraduate Medical Students ◽

Teaching Materials ◽

Real Patient ◽

National Defense University

Background: Providing appropriate teachings in the curriculum have a great impact on learning by the students. Objectives: The aim of this study was to determine the clinical undergraduate medical students’ preferred teaching methods provided by the medical educators. Material and Methods: This study was conducted on 89 medical students in the 4th and 5th year of the Faculty of Medicine and Defense Health, National Defense University of Malaysia, from 1st November 2019 to 31st July 2020. Each of the students was approached with a structured questionnaire for their responses to determine their preferred teaching methods. Results: Out of 89 students, 46 were male (51.7%); the mean age of the study students was 23.5 years. Among the various teaching methods, bedside teaching was the most preferred (76.4%) one followed by lectures (14.6%), tutorials (7.9%) and seminars (1.1%). 66.3% of students would use e-learnings’ uploaded teaching materials, whereas the remainder would not. Bedside demonstrations of clinical skills by the tutors were preferred by 77.5% of students. Practicing clinical skills by the students on a real patient rather than on a mannequin or a simulated patient was preferred by 94.4% of students. Regarding case discussions, problem-based learnings (PBL) were preferred by 80% of students. Conclusions: Bedside teachings, demonstrations of clinical skill by a teacher, practicing skills by the students on a real patient rather than on a simulated patient or a mannequin, and PBLs are highly preferred by the students. Adequate teaching materials uploaded in the e-learning management system provide a good source for the teachings and learnings.

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