Unlabelled: Clinical skills laboratories are educational facilities that have the potential benefit for undergraduate and postgraduate medical students and medical staff. They provide a safe and protected environment in which the learner can practice clinical skills before using them in real clinical settings. These skills laboratories help to ensure that all students acquire the necessary techniques and are properly assessed before practicing on real patients. In addition, they support the acquisition, maintenance and enhancement of the clinical skills of students in the healthcare profession. Teaching skills in skill lab require a standardized module for each skill that can be applied to all the students universally. The study was started with the aim to solve a problem that has arisen as National Medical Council (NMC) has announced implementation of Competency based medical education (CBME) a new syllabus for medical education from 2019 MBBS batch that includes skill teaching. Faculty in various Medical colleges is not trained in developing modules and teaching skills to students in skill lab. There are no standardized teaching modules for skills training in skill laboratories. As part of the project we decided to develop modules for the two competencies to be taught in the skill lab for the subject Otorhinolaryngology i.e. Otoscopy and Anterior Nasal packing; NMC guidelines being the benchmark in developing these modules. Later modules were also to be implemented on sample students to get a feedback on the structure of the module for further improvement. These modules developed as part of the project will help as a baseline tool for developing other modules in different subjects by various Institutes.
Supplementary Information: The online version contains supplementary material available at 10.1007/s12070-024-04568-0.
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http://dx.doi.org/10.1007/s12070-024-04568-0 | DOI Listing |
Augment Altern Commun
December 2024
Department of Special Education, College of Education, King Saud University, Riyadh, Saudi Arabia.
Request training can produce highly repetitive requests unless the setting is organized to encourage request diversity, particularly for individuals who depend on speech-generating devices (SGDs). Previous studies have shown that request training utilizing a lag schedule and progressive-time delay led to an increase in variability among children diagnosed with autism spectrum disorder (ASD). The impact of lag schedules on augmented requesting remains to be seen.
View Article and Find Full Text PDFBMC Med Ethics
December 2024
TIME (Tübingen Institute for Medical Education), Medical Faculty Tuebingen, Eberhard Karls University Tuebingen, Hoppe-Seyler-Str. 3, Tuebingen, 72076, Germany.
Background: Effective healthcare delivery in today's diverse society necessitates healthcare providers' adeptness in navigating cultural and religious nuances in patient care. However, the integration of cultural competence training into medical education remains inadequate, particularly concerning the care of Muslim patients. In response, we introduce a novel educational intervention aimed at enhancing intercultural proficiency among medical students, emphasizing care for Muslim patients.
View Article and Find Full Text PDFInt J Ment Health Nurs
February 2025
Alfred Mental and Addictions Health-Alfred Health, Melbourne, Australia.
There is a growing focus in the Australian healthcare system of providing mental health care in a community setting. A key feature of the Royal Commission into Victoria's mental health system was to prioritise community-based care 'a system with community at its core'. Developing a skilled, flexible and competent nursing workforce is a key objective for any community-based mental health service as nurses provide a vital role in healthcare delivery.
View Article and Find Full Text PDFInt J Ment Health Nurs
February 2025
Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.
Adolescents are susceptible to developing depression and anxiety, and educational interventions could improve their mental well-being. This systematic review aimed to evaluate the effectiveness of universal educational prevention interventions in improving mental health literacy, depression, and anxiety among adolescents. Eight electronic databases were searched until June 2024: Cochrane Library, PubMed, EMBASE, CINAHL, PsycINFO, Scopus, Web of Science, ProQuest Dissertations, and Theses Global.
View Article and Find Full Text PDFClin Teach
February 2025
Centre for Medical Education, Queen's University Belfast, Belfast, UK.
Background: Objective structured clinical examinations (OSCEs) are used globally to assess health professional learners' clinical skills and applied knowledge. Despite innovations with simulated participants, manikin technology and real patient involvement, there remains a gap between 'real-life' practice and 'OSCE experience'. For example, although mobile phone use is increasingly common in clinical practice; however, it would represent a significant disruption to established assessment practices in OSCEs.
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