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Related Experiment Video

Updated: May 27, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

An instructional model for training competence in solving clinical problems.

Stephan P J Ramaekers¹, Peter van Beukelen, Wim D J Kremer

¹Utrecht University, Utrecht, the Netherlands. s.p.j.ramaekers@uu.nl

Journal of Veterinary Medical Education

|December 2, 2011

Summary

This summary is machine-generated.

This study evaluated a course designed to improve the transition from pre-clinical to clinical medical education by focusing on practical problem-solving skills. The course design aligns with competence development theories but requires refinement in case quality, teaching effectiveness, and competence progression.

Related Experiment Videos

Last Updated: May 27, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Medical Education
Clinical Competence Development

Background:

Students face challenges transitioning from pre-clinical to clinical work due to a lack of practical application experience.
Effective clinical problem-solving skills are crucial for successful medical practice.

Purpose of the Study:

To examine the design of a course aimed at easing the pre-clinical to clinical transition.
To assess the feasibility of the course's core principles in developing clinical problem-solving competence.
To identify areas for improvement in the course design.

Main Methods:

A "proof-of-concept" approach was used to evaluate the course.
Retrospective analysis of course design features was conducted, referencing learning functions and processes.
Theories of clinical problem-solving competence and instructional design served as a framework.

Main Results:

The course design aligns with established theories on competence development and instructional design.
The instructional model incorporates alternating clinical practicals, demonstrations, and tutorials.
Three areas of uncertainty were identified: case quality, teaching effectiveness, and competence adjustment.

Conclusions:

The course design shows promise in preparing students for clinical practice.
Further refinement is needed in specific areas to optimize competence development.
The study provides insights into effective instructional design for clinical skill acquisition.