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Translating learning principles into practice: a new strategy for learning clinical skills.

I E Rolfe1, R W Sanson-Fisher

  • 1Faculty of Medicine and Health Sciences, University of Newcastle, New South Wales, Australia.

Medical Education
|April 10, 2002
PubMed
Summary

Medical schools need to improve clinical skills training. This review identified 10 principles for effective clinical learning, leading to a new structured teaching tool for medical students.

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Area of Science:

  • Medical Education
  • Clinical Skills Training
  • Health Professions Education

Background:

  • Medical education may not adequately prepare doctors for practice.
  • Deficiencies exist in undergraduate teaching of clinical skills, including history taking, physical examination, diagnosis, and management.
  • There is a need to re-evaluate methods for effective clinical skills instruction.

Purpose of the Study:

  • To describe the literature on principles underpinning effective clinical learning.
  • To develop a structured learning tool and teaching process to support these principles in medical school training.

Main Methods:

  • A literature search of medical education and behavioral science was conducted to identify principles of effective clinical learning.
  • A structured learning tool and teaching process were developed based on these principles.

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Main Results:

  • Ten key principles for effective clinical learning were identified: active decision-making, individual focus, gaining experience, feedback, reciprocal learning, holistic care, relevant learning, feasibility, cost-efficiency, and mentoring.
  • A structured process for teaching history taking, physical examination, and management plans was developed for medical students, integrating these principles.

Conclusions:

  • Literature provides a foundation for developing teaching and learning methods in medical education.
  • The developed method will be trialed to evaluate its impact on student learning outcomes.