Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study

dc.creator	Mahdi Panah Khahi
dc.creator	Mojgan Karbakhsh
dc.creator	Seyyed M Razavi
dc.creator	et al
dc.date	2010-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:03Z
dc.date.available	2015-07-20T22:15:03Z
dc.identifier	1179-7258
dc.identifier	https://doaj.org/article/cdc42a3b6d264810a91c6bea71a20bbe
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17340
dc.description	Seyyed M Razavi1, Mojgan Karbakhsh1, Mahdi Panah Khahi2, Soheila Dabiran1, Sara Asefi3, GhamarH Zaker Shahrak4, Ali R Bad Afrooz41Department of Community Medicine, 2Department of Anesthesiology, 3Department of General Practice, 4Clinical Skills Center, Tehran University of Medical Sciences, IranBackground: Every procedural skill consists of some microskills. One of the effective techniques for teaching a main procedural skill is to deconstruct the skill into a series of microskills and train students on each microskill separately. When we learn microskills, we will learn the main skill also. This model can be beneficial for tuition on procedural skills.Objective: In this study, we propose a stationed-based deconstructed training model for tuition of each microskill, and then we assessed the medical students&rsquo; self-perceived abilities.Methods: This quasi-experimental study was conducted in 268 medical students (536 matched pre- and post-questionnaires) at the surgical clerkship stage during five consecutive years in three teaching and learning groups. In this study, we taught each skill in 10 steps (proposed model) to the students. We then evaluated the students&rsquo; self-perceived abilities using a pre- and post-self-assessment technique. SPSS v13 software with one-way analysis of variance and paired t-tests were used for data collection and analysis.Results: Assessment of medical students&rsquo; perceived abilities before and after training showed a significant improvement (P &lt; 0.001) in both cognitive and practical domains. There were also significant differences between the three teaching and learning groups (P &lt; 0.001). There were no significant differences for the different years of training regarding the observed improvement.Conclusion: This study suggests that deconstructing the practical skills into microskills and tuition of those microskills via the separated structured educational stations is effective according to the students&rsquo; self-ratings.Keywords: clinical skills center, microskills, perceived ability, self-assessment, self-scoring stationed training
dc.language	English
dc.publisher	Dove Press
dc.relation	http://www.dovepress.com/station-based-deconstructed-training-model-for-teaching-procedural-ski-a5416
dc.relation	https://doaj.org/toc/1179-7258
dc.source	Advances in Medical Education and Practice, Vol 2010, Iss default, Pp 17-23 (2010)
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study
dc.type	article