Korean J Med Educ. 2006; 18(2): 203-216.
Published online 2006 August 31.
Effect of Practice based Program for Procedural Skills
1Department of Surgery, Kangwon National University College of Medicine, Korea.
2Department of Emergency Medicine, Kangwon National University College of Medicine, Korea.
3Department of Urology, Kangwon National University College of Medicine, Korea.
4Department of Obstetrics and Gynecology, Kangwon National University College of Medicine, Korea.
5Department of Otolaryngology, Kangwon National University College of Medicine, Korea.
6Department of Thoracic & Cardiovascular Surgery, Kangwon National University College of Medicine, Korea.
ABSTRACT
PURPOSE: To evaluate the educational effectiveness of practice-based program for procedural skills at Kangwon National University College of Medicine.
METHODS: In 2005, we conducted the training program composed of 19 procedural skills for third-year medical students during their first semester clerkship. The 14-week training used simulation models and was held for 3 hours per week, one hour for didactic session and 2 hours for practical exercise. A lecture was given only for wound dressing. OSCE, consisting of four 5-minute stations, was administered to analyze the students' achievement. 53 third-year students were given a survey following skills training and OSCE.
RESULTS: Most students reported that the practice-based program was interesting and helpful in learning procedural skills. Students preferred practice to didactic medium.
Students were satisfied with the faculty's instruction, but suggested that the training should be providedprior to clerkship. OSCE had an overall reliability coefficient (Cronbach's alpha) of 0.78. The mean score in the dressing case was lower than those in other cases.
CONCLUSION: The practice-based program for procedural skills was effective in motivating students' learning as well as improving theirtechnical skills. Self-directed exercises and appropriate feedback are more effective training tools than lectures.
Keywords :
Clinical skills education;Procedural skills;Technical skills;Clinical competency;OSCE
