Efeective clinical and practical skill teaching
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The document discusses the effective teaching of clinical skills, emphasizing the importance of active participation and a master-apprentice model over passive observation. It outlines various skill types required for medical professionals and highlights current teaching challenges, such as unclear objectives and inadequate supervision. The document also weighs the advantages and disadvantages of skill labs and workplace-based training in developing these essential competencies.
Efeective clinical and practical skill teaching
- 1. Effective teaching of Clinical skills Dr. Hironmoy Roy MD, MBA, DHM, FAIMER (2015) MHPE, MIPHA, MNAMS
- 2. “ The end of education, especially professional education is Not knowledge but appropriate action”
- 3. "Having studied the Science Having grasped the meaning Having acquired the skills Having operated on dummies And with ability to teach the science, a Physician should enter the profession”.
- 5. Skill " An ability and capacity acquired through deliberate, systematic and sustained effort to smoothly and adaptively carry out complex activities or job functions involving ideas (cognitive skills), things (technical skills) and /or people (interpersonal skills).
- 6. Skill- types Intellectual skill To think in a desirable way- underlining component is knowledge e.g. - Ability to interpret liver function test results of a patient with jaundice
- 7. Skill- types Psycho-motor Skill Manual abilities needed towards diagnosing and treating patients e.g. - Ability to obtain a blood sample by venepuncture
- 8. Skill- types Communication skill Ability to communicate with others in a given situation. Strong underlying component is attitude e.g. - Ability to motivate relatives for blood donation.
- 9. Skill- types Team Skill Ability to work together in a team e.g. - Ability to work towards implementing a project/ operating on a patient with the team.
- 10. Current trends of teaching “skill” Master- apprenticeship model • ‘ See one, do one’- heralds problems • Knowing and watching a procedure does not mean one can perform it • Passive observation rather than active • participation of learners
- 13. The “master is the model”, who directs, demonstrates, comments, inspires & The “apprentice is the disciple”, who, listens, watches, imitates, does and seeks approval
- 14. Problems in teaching clinical skill Lack of clear objectives Large number of students Teacher has “no time” (load of patient/practice) Students are not interested (more to MCQ) Not explicit in the curriculum/syallabus Not standardized across schools Over-burdening with content information Inadequate supervision and feedback Little opportunities for reflection and discussion Clinical teaching not given high priority
- 15. Then, why to emphasise on learning of skill? • Growing mistrust among public for medical profession (cases of negligence, misconduct, and unethical practices) • Performance emphasis is increasing at all levels of our professional activity • Greater public understanding and enhanced patient’s rights • Medical school skills education has been slipping down
- 17. How u learnt?
- 18. Instructor does & describes Instructor does, while the student describes The student does & describes (under supervision) ; receives feedback The student practice his own The student does his own
- 24. Work place based training
- 25. Work place based training
- 26. Work place based training
- 27. Work place based training
- 28. Work place based training
- 29. Skill lab
- 30. Skill lab
- 31. Skill Lab
- 32. Skill Lab
- 33. Skill lab
- 34. Simulation……advantage or disadvantage? Advantage • Practice in a safe, protected • environment • Decreases risk to patients • Enables deliberate practice • Is safe to learn from errors • Scenarios can be reproduced • Rarely encountered important clinical accidents e.g. Anaphylaxis • Technical as well as non-technical skills can be practiced • Skills assessed in objective and reproducible manner Disadvantage • No real life feeling • Students may not feel comfortable in real-life settings • Over-protection makes handicapped • Students not get aware of the real life ‘side-effects’
- 35. Finally, while to plan the teaching on clinical skills….. Objective • What to teach? Settings • Whom to teach? • Where to teach? • How to teach? Execute • Implement • Feedback
- 36. "Education is Not Teaching students what they do not know but Making them behave as they do not behave” -----Ruskin Bond