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Related Experiment Video

Updated: May 20, 2026

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

Published on: January 15, 2017

Who teaches basic procedural skills: student experience versus faculty opinion.

Jacquelyn Carr1, Allison M Deal, Jeffrey Dehmer

  • 1Department of Surgery, The University of North Carolina at Chapel Hill, School of Medicine, Chapel Hill, North Carolina, USA.

The Journal of Surgical Research
|July 24, 2012
PubMed
Summary

Medical students and faculty value simulation for procedural skills training, but residents are consistently identified as the primary educators. Opinions differ on simulation

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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
09:52

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Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound
05:04

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Published on: August 9, 2024

Area of Science:

  • Medical Education
  • Surgical Skills Training
  • Simulation in Healthcare

Background:

  • Medical student procedural skills education has evolved with the widespread adoption of task trainers and simulators.
  • The role of simulation (adjunct vs. supplanting bedside teaching) and responsibility for training (faculty vs. residents) remain unclear.
  • This study investigates student and faculty perspectives on procedural skills training.

Purpose of the Study:

  • To characterize medical student and faculty experiences and opinions regarding procedural skills training.
  • To compare views on the ideal learning environment and primary instructors for basic procedural skills.

Main Methods:

  • Surveys administered to clinical medical students and faculty at UNC Chapel Hill.
  • Utilized a 4-point Likert scale to gather opinions on learning environments and primary teachers.
  • Statistical comparison of responses using Fisher exact test.

Main Results:

  • A total of 237 students and 279 faculty responded.
  • Third-year students (64%) were more likely than fourth-year students (35%) or faculty (43%) to identify simulation as the primary education method.
  • Residents were identified as the primary teachers across all groups (55-70%), with students more likely to report interns as teachers compared to faculty.

Conclusions:

  • Both students and faculty acknowledge the value of simulation in procedural skills acquisition.
  • There is variability in the perceived importance of simulation as the primary instructional tool.
  • Residents are consistently viewed as the main instructors for procedural skills by both students and faculty.