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Clinical Skills Laboratory Practices in Marmara University Medical School

Year 2006, Volume: 21 Issue: 21, 1 - 10, 01.04.2006

Abstract

Introduction: Clinical Skills Laboratory (CSL) provides opportunity to practice every skill sufficiently, to give feedback to every student within humanistic medical education principles. Aim: To present Clinical Skills Laboratory program of our medical school which includes basic procedural skills and physical examination techniques. Methods: CSL is a part of “Introduction to Clinical Practice” (ICP) program, which is designed for the purpose of preparation to clinical education and integrated horizontally to the first three years of the education in Marmara Medical School. In the second year CSL education program is composed of 4 sessions, each lasting 3.5 hours; the third year program is composed of 7 sessions each lasting 3.5 hours. Tutors from related disciplines participate to the practices. The program has educational booklets that include basic knowledge, guidelines and drawings related to the procedural skills. All the skills are evaluated by Objective Structured Clinical Examination (OSCE). Skills are graded according to their difficulty and the scores taken from all the skills are gathered to form clinical skill grade which is added to the ICP total grade according to the year percentage and finally added to the end-of-year score. Results: When the CSL scores are evaluated over 100, the lowest average score of the second year was 82.5(SS: 9.3) for the 2001-2002 educational year, the highest average score was 93.1 (SS: 15.3) for the 2003-2004 educational year. The lowest average score was 76.8 (SS: 12.9) in 2004- 2005, the highest average score was 84.7(SS: 12.6) in 2001- 2002. In the student feed-backs related to the last two years; the content and the quality of the course, the contribution to the clinical education and to the professional life were the highest scores, the subjects which have taken the lowest scores were the sufficiency of free study times, of the place and the opportunity of practicing. Conclusion: CSL is an important part of undergraduate medical education in our medical school continuing by improvements since 2001 and supported by the positive feed backs of the students.

References

  • Remmen R, Scherpbier A, Denekens J, Hermann I, Van der Vleuten C, Van Royen P, Bossaert L. Unsatisfactory basic skills performance by students in traditional medical curricula. Medical Teacher 1998;20:579-82
  • Remmen R, Derese A, Scherpbier A, Denekens J, Hermann I, Van der Vleuten C, Van Royen P, Bossaert L. Can medical schools rely on clerkships to train students in basic clinical skills? Medical Education 1999; 33: 600-5
  • Taylor M. Undergraduate procedural skills training in Victoria: is it adequate Med J Aust 1997; 166: 251-4
  • McMahon DJ, Chen S, MacLellan DG. Formal teaching of basic surgical skills. NZ J Surg 1995; 65: 607-9
  • General Medical Council. Tomorrow’s Doctors: Recommendations on undergraduate medical education. London, General Medical council 1993
  • Ledingham IMcA, Harden RM. Twelve tips for setting up a clinical skills training facility. Medical Teacher 1998; 20(6): 503-7
  • Du Boulay C, Medway C. The clinical skills resource: a review of current practice. Medical Education 1999;33:185-91
  • Liddell MJ, Davidson SK, Taub H, Whitecross LE. Evaluation of procedural skills training in an undergraduate curriculum. Medical Education 2002; 36: 1035-1041
  • Nielsen DG, Moercke AM, Wickmann-Hansen G, Eika B. Skills training in laboratory and clerkship: connections, similarities, and differences. Med Educ Online 2003; 8: 12. http://www.med-ed-online.org adresinden 10/08/2005 tarihinde erişilmiştir
  • Bradley P, Bligh J. One year’s experience with a clinical skills resource centre. Med Educ 1999;33:114-20
  • Remmen R, Scherpbier A, Van der Vleuten C, Denekens J, Derese A, Hermann I, Hoogenboom R, Kramer A, Van Rossum H, Van Royen P, Bossaert L. Effectiveness of basic clinical skills training programmes: a cross-sectional comparison of four medical schools. Medical Education 2001; 35:121-28
  • Durak Hİ. Tıpta Mezuniyet Öncesi Mesleksel Beceri Eğitimi ve Beceri Laboratuvarları. Tıp Eğitimi Dünyası 2001;5:1-11
  • Harden RM, Gleeson FA. Assessment of clinical competence using an Objective Structured Clinical Examination. Medical Education 1979; 13-41-54 10

MARMARA ÜNİVERSİTESİ TIP FAKÜLTESİ KLİNİK BECERİ LABORATUVARI UYGULAMALARI

Year 2006, Volume: 21 Issue: 21, 1 - 10, 01.04.2006

Abstract

Giriş: Klinik Beceri Laboratuvarı, insancıl tıp eğitimi prensipleriyle, her becerinin gerektiği kadar tekrar edilebilmesine, her öğrenciye geri bildirim verilebilmesine olanak sağlar. Amaç: Fakültemizin, temel mesleki el becerileri ve fizik muayene yöntemlerini içeren Klinik Beceri Laboratuvarı (KBL) programının ve değerlendirmesinin tanıtılmasıdır. Yöntem: Fakültemizde KBL, “Klinik Uygulamaya Giriş Programı” (KUG) olarak adlandırılan, fakültenin ilk üç eğitim yılına yatay olarak entegre edilmiş, klinik eğitime hazırlık programının bir bileşenidir. II. sınıfta KBL eğitimi her biri 3.5 saatlik toplam 4 seans, III. sınıfta ise her biri 3.5 saat süren toplam 7 seanstan oluşmaktadır. Uygulamalara, ilgili disiplinlerden çeşitli öğretim üyeleri katılmaktadır. Programın becerilerle ilgili temel bilgileri, eğitim rehberlerini ve becerilere ilişkin çizimleri içeren eğitim kitapçıkları mevcuttur. Tüm beceriler, OSCE (objektif yapılandırılmış klinik sınav) ile değerlendirilmektedir. Beceriler ağırlıklarına göre notlandırılmakta ve öğrencilerin her bir beceriden aldığı puan toplanarak Klinik Beceri notu oluşturulmaktadır. Bu not, yılına göre ağırlığı oranında KUG notuna katılmakta ve öğrencinin yılsonu basarı notuna eklenmektedir. Bulgular: KBL notları 100 üzerinden değerlendirildiğinde II. sınıfların en düşük not ortalaması 2001-2002 yılında 82.5 (SS:9.3), en yüksek not ortalaması 2003-2004 yılında 93.1 (SS: 15.3), III. Sınıfların en düşük not ortalaması 2004-2005 yılında 76.8 (SS: 12.9), en yüksek not ortalaması 2001-2002 yılında 84.7 (SS: 12.6)’dır. Son iki yıla ait öğrenci geri bildirimlerinde de kursun içeriği; klinik eğitime ve meslek hayatına katkısı ve kurs eğitiminin niteliği en yüksek puanları alırken, en düşük puan alan konular, serbest çalışma saatlerinin yeterliliği, mekanın yeterliliği ve uygulama yapma olanağı ile ilgilidir. Sonuç: KBL, fakültemizde tıp eğitiminin önemli bir bileşeni olup, 2001-2002 eğitim yılından bu yana gelişerek sürmekte, öğrencilerin olumlu geribildirimleri ile desteklenmektedir.

References

  • Remmen R, Scherpbier A, Denekens J, Hermann I, Van der Vleuten C, Van Royen P, Bossaert L. Unsatisfactory basic skills performance by students in traditional medical curricula. Medical Teacher 1998;20:579-82
  • Remmen R, Derese A, Scherpbier A, Denekens J, Hermann I, Van der Vleuten C, Van Royen P, Bossaert L. Can medical schools rely on clerkships to train students in basic clinical skills? Medical Education 1999; 33: 600-5
  • Taylor M. Undergraduate procedural skills training in Victoria: is it adequate Med J Aust 1997; 166: 251-4
  • McMahon DJ, Chen S, MacLellan DG. Formal teaching of basic surgical skills. NZ J Surg 1995; 65: 607-9
  • General Medical Council. Tomorrow’s Doctors: Recommendations on undergraduate medical education. London, General Medical council 1993
  • Ledingham IMcA, Harden RM. Twelve tips for setting up a clinical skills training facility. Medical Teacher 1998; 20(6): 503-7
  • Du Boulay C, Medway C. The clinical skills resource: a review of current practice. Medical Education 1999;33:185-91
  • Liddell MJ, Davidson SK, Taub H, Whitecross LE. Evaluation of procedural skills training in an undergraduate curriculum. Medical Education 2002; 36: 1035-1041
  • Nielsen DG, Moercke AM, Wickmann-Hansen G, Eika B. Skills training in laboratory and clerkship: connections, similarities, and differences. Med Educ Online 2003; 8: 12. http://www.med-ed-online.org adresinden 10/08/2005 tarihinde erişilmiştir
  • Bradley P, Bligh J. One year’s experience with a clinical skills resource centre. Med Educ 1999;33:114-20
  • Remmen R, Scherpbier A, Van der Vleuten C, Denekens J, Derese A, Hermann I, Hoogenboom R, Kramer A, Van Rossum H, Van Royen P, Bossaert L. Effectiveness of basic clinical skills training programmes: a cross-sectional comparison of four medical schools. Medical Education 2001; 35:121-28
  • Durak Hİ. Tıpta Mezuniyet Öncesi Mesleksel Beceri Eğitimi ve Beceri Laboratuvarları. Tıp Eğitimi Dünyası 2001;5:1-11
  • Harden RM, Gleeson FA. Assessment of clinical competence using an Objective Structured Clinical Examination. Medical Education 1979; 13-41-54 10
There are 13 citations in total.

Details

Primary Language Turkish
Journal Section Original Article
Authors

Serap Çifçili This is me

Arzu Uzuner This is me

Pemra Ünalan This is me

Mehmet Akman This is me

Publication Date April 1, 2006
Submission Date September 5, 2015
Published in Issue Year 2006 Volume: 21 Issue: 21

Cite

Vancouver Çifçili S, Uzuner A, Ünalan P, Akman M. MARMARA ÜNİVERSİTESİ TIP FAKÜLTESİ KLİNİK BECERİ LABORATUVARI UYGULAMALARI. TED. 2006;21(21):1-10.