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Related Experiment Videos

Students' perceptions on skills training in simulation.

I Treadwell1, S Grobler

  • 1Skills Laboratory, Faculty of Medicine, University of Pretoria, PO Box 667, Pretoria, South Africa.

Medical Teacher
|July 6, 2002
PubMed
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Medical students found that integrating practical skills learned in a skills laboratory with their attitudes and knowledge positively impacts clinical practice. Recommendations were made for optimizing skills laboratory use.

Area of Science:

  • Medical Education
  • Health Professions Education

Background:

  • The University of Pretoria adopted a problem-oriented undergraduate medical curriculum.
  • This curriculum prioritizes experiential learning and the development of practical skills.

Purpose of the Study:

  • To explore and describe medical students' experiences in acquiring practical skills within a skills laboratory.
  • To assess the impact of these acquired skills on students' subsequent clinical practice.

Main Methods:

  • A qualitative, investigative, descriptive, and contextual research design was employed.
  • Data were gathered through focus-group discussions and analyzed using Tesch's methodology.
  • Trustworthiness was ensured using Guba's model for qualitative research.

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Main Results:

  • Attitudes, knowledge, and skills were found to be interrelated, enhancing the learning process.
  • This integrated learning process positively influenced the transition from skills laboratory to clinical practice.
  • Students provided recommendations for maximizing the effectiveness of the skills laboratory.

Conclusions:

  • The synergistic relationship between attitudes, knowledge, and skills is crucial for effective medical training.
  • The skills laboratory plays a vital role in preparing students for clinical practice.
  • Student feedback is valuable for refining medical education strategies and resource utilization.