Download fulltext
HTML
Gismalla, M. D. A. (2017). Teaching Procedures and Skills in Medical Schools: Gaps, Weakness, and Challenges. Sudan Journal of Medical Sciences (SJMS), 12(1), 46-51. https://doi.org/10.18502/sjms.v12i1.858
https://doi.org/10.18502/sjms.v12i1.858
statistics
- 1942 Abstract Views
- 266 PDF Views
- 0 HTML Views
- Cited by 2 articles
authors
-
Mohamed D. Awadalla Gismalla
No author data available.
Published Date
- May 28, 2017
Teaching Procedures and Skills in Medical Schools: Gaps, Weakness, and Challenges
Abstract
There is deficiency and gaps among medical graduates in performing certain procedures and skills. Till recent years, some school used an apprenticeship model for teaching procedures. The way of teaching skills should be revised and reinforced. Medical schools showed adopt formal curricula based training for teaching procedure. In this letter, we would like to highlight the challenges and weakness in teaching procedure for undergraduates medical students.
References
[1] S. B. Promes, S. M. Chudgar, C. O. Grochowski et al., “Gaps in procedural experience and competency in medical school graduates,” Academic Emergency Medicine, vol. 16, no. 2, pp. S58–S62, 2009.
[2] C. W. Sanders, J. C. Edwards, and T. K. Burdenski, “A survey of basic technical skills of medical students,” Academic Medicine, vol. 79, no. 9, pp. 873–875, 2004.
[3] P. Board and M. Mercer, “A survey of the basic practical skills of final-year medical students in one UK medical school,” Medical Teacher, vol. 20, no. 2, pp. 104–108, 1998.
[4] N. J. Jebbin and J. M. Adotey, “An audit of basic practical skills acquisition of final year medical students in a Nigerian medical school,” Annals of African Medicine, vol. 11, no. 1, pp. 42–45, 2012.
[5] L. Coberly and L. M. Goldenhar, “Ready or not, here they come: Acting interns’ experience and perceived competency performing basic medical procedures,” Journal of General Internal Medicine, vol. 22, no. 4, pp. 491–494, 2007.
[6] D. Nutter and M. Whitcomb, The AAMC project on the clinical education of medical students: clinical skills education, Association of American Medical Colleges, Washington, DC, 2005.
[7] J. J. Dehmer, K. D. Amos, T. M. Farrell, A. A. Meyer, W. P. Newton, and M. O. Meyers, “Competence and confidence with basic procedural skills: The experience and opinions of fourth-year medical students at a single institution,” Academic Medicine, vol. 88, no. 5, pp. 682–687, 2013.
[8] E. H. Wu, D. M. Elnicki, E. J. Alper et al., “Procedural and interpretive skills of medical students: Experiences and attitudes of third-year students,” Academic Medicine, vol. 81, no. 10, pp. S48–S51, 2006.
[9] R. A. Stewart, L. S. Hauge, R. D. Stewart, R. L. Rosen, A. Charnot-Katsikas, and R. A. Prinz, “A CRASH course in procedural skills improves medical students’ selfassessment of proficiency, confidence, and anxiety,” American Journal of Surgery, vol. 193, no. 6, pp. 771–773, 2007.
[10] R. Remmen, A. Scherpbier, C. Van Der Vleuten et al., “Effectiveness of basic clinical skills training programmes: A cross-sectional comparison of four medical schools,”Medical Education, vol. 35, no. 2, pp. 121–128, 2001.
[11] K. Shanmugarajah, J. Shalhoub, S. Mastoridis, and P. A. Paraskeva, “A course in basic surgical techniques improves medical student confidence in key skills.,” Medical teacher, vol. 32, no. 9, pp. 789–790, 2010.
[12] M. Panahkhahi, “Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study,” Advances in Medical Education and Practice, vol. Volume 1, pp. 17–23, 2010.
[13] S. Moayedi and M. Torres, “Teaching Invasive Medical Procedures,” Practical Teaching in Emergency Medicine, Second Edition, pp. 72–84, 2012.
[14] J. H. George and F. X. Doto, “A simple five-step method for teaching clinical skills. Fam Med,” in Doto FX. A simple five-step method for teaching clinical skills. Fam Med, vol. 33, pp. 577–578, 577–578, 33, 2001.
[15] M. E. Gallery, “Teaching clinical skills,” in The Emergency Medicine Teaching Fellowship Manual, American College of Emergency Physicians, M. F. Whiteside and M. A. Geist, Eds., p. 11, TX, Dallas, 2001.
[16] T. S. Wang, J. L. Schwartz, D. J. Karimipour, J. S. Orringer, T. Hamilton, and T. M. Johnson, “An education theory-based method to teach a procedural skill,” Archives of Dermatology, vol. 140, no. 11, pp. 1357–1361, 2004.
[17] P. J. McLeod, Y. Steinert, J. Trudel, and R. Gottesman, “Seven principles for teaching procedural and technical skills,” Academic Medicine, vol. 76, no. 10, p. 1080, 2001.
[18] T. M. Van Der Vlugt and P. M. Harter, “Teaching procedural skills to medical students: One institution’s experience with an emergency procedures course,” Annals of Emergency Medicine, vol. 40, no. 1, pp. 41–49, 2002.
[2] C. W. Sanders, J. C. Edwards, and T. K. Burdenski, “A survey of basic technical skills of medical students,” Academic Medicine, vol. 79, no. 9, pp. 873–875, 2004.
[3] P. Board and M. Mercer, “A survey of the basic practical skills of final-year medical students in one UK medical school,” Medical Teacher, vol. 20, no. 2, pp. 104–108, 1998.
[4] N. J. Jebbin and J. M. Adotey, “An audit of basic practical skills acquisition of final year medical students in a Nigerian medical school,” Annals of African Medicine, vol. 11, no. 1, pp. 42–45, 2012.
[5] L. Coberly and L. M. Goldenhar, “Ready or not, here they come: Acting interns’ experience and perceived competency performing basic medical procedures,” Journal of General Internal Medicine, vol. 22, no. 4, pp. 491–494, 2007.
[6] D. Nutter and M. Whitcomb, The AAMC project on the clinical education of medical students: clinical skills education, Association of American Medical Colleges, Washington, DC, 2005.
[7] J. J. Dehmer, K. D. Amos, T. M. Farrell, A. A. Meyer, W. P. Newton, and M. O. Meyers, “Competence and confidence with basic procedural skills: The experience and opinions of fourth-year medical students at a single institution,” Academic Medicine, vol. 88, no. 5, pp. 682–687, 2013.
[8] E. H. Wu, D. M. Elnicki, E. J. Alper et al., “Procedural and interpretive skills of medical students: Experiences and attitudes of third-year students,” Academic Medicine, vol. 81, no. 10, pp. S48–S51, 2006.
[9] R. A. Stewart, L. S. Hauge, R. D. Stewart, R. L. Rosen, A. Charnot-Katsikas, and R. A. Prinz, “A CRASH course in procedural skills improves medical students’ selfassessment of proficiency, confidence, and anxiety,” American Journal of Surgery, vol. 193, no. 6, pp. 771–773, 2007.
[10] R. Remmen, A. Scherpbier, C. Van Der Vleuten et al., “Effectiveness of basic clinical skills training programmes: A cross-sectional comparison of four medical schools,”Medical Education, vol. 35, no. 2, pp. 121–128, 2001.
[11] K. Shanmugarajah, J. Shalhoub, S. Mastoridis, and P. A. Paraskeva, “A course in basic surgical techniques improves medical student confidence in key skills.,” Medical teacher, vol. 32, no. 9, pp. 789–790, 2010.
[12] M. Panahkhahi, “Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study,” Advances in Medical Education and Practice, vol. Volume 1, pp. 17–23, 2010.
[13] S. Moayedi and M. Torres, “Teaching Invasive Medical Procedures,” Practical Teaching in Emergency Medicine, Second Edition, pp. 72–84, 2012.
[14] J. H. George and F. X. Doto, “A simple five-step method for teaching clinical skills. Fam Med,” in Doto FX. A simple five-step method for teaching clinical skills. Fam Med, vol. 33, pp. 577–578, 577–578, 33, 2001.
[15] M. E. Gallery, “Teaching clinical skills,” in The Emergency Medicine Teaching Fellowship Manual, American College of Emergency Physicians, M. F. Whiteside and M. A. Geist, Eds., p. 11, TX, Dallas, 2001.
[16] T. S. Wang, J. L. Schwartz, D. J. Karimipour, J. S. Orringer, T. Hamilton, and T. M. Johnson, “An education theory-based method to teach a procedural skill,” Archives of Dermatology, vol. 140, no. 11, pp. 1357–1361, 2004.
[17] P. J. McLeod, Y. Steinert, J. Trudel, and R. Gottesman, “Seven principles for teaching procedural and technical skills,” Academic Medicine, vol. 76, no. 10, p. 1080, 2001.
[18] T. M. Van Der Vlugt and P. M. Harter, “Teaching procedural skills to medical students: One institution’s experience with an emergency procedures course,” Annals of Emergency Medicine, vol. 40, no. 1, pp. 41–49, 2002.