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Srivieng Pairojkul, MD.Department of Pediatrics
Faculty of MedicineKhon Kaen University
o Practical clinical skills andprocedures
o First aid and resuscitationo Communication skillso Consultation skills
o Computing skills and medical informatics
o Evidence-based learning andmedical practice
o Medical ethics, legal and professional responsibilities
o Personal development
Acquiring range of practical competencies needed to function as pre-registration house officers and in subsequent medical practice
George J, Fam Med 2001
1. Conceptualization2. Visualization3. Verbalization4. Practice5. Articulation6. Naturalization
o Why it’s doneo When it’s doneo Precautions involvedo Instruments and tools involved
Learner must understand the cognitive elements of the skill
o Model of the performanceo Imitation
Learner must see the skill demonstrated in its
entirely from beginning to end
Greater likelihood that the learner will correctly perform the skill
Learner must hear a narration of the steps of the skill along with
a second demonstration
Learner having- seen the skill- heard the narration- repeat the narration
performs the skill
Skill errors need immediate correction&
Positive reinforcement
Ability to routinely perform a sequence of skills in a
practice situation without error
Ability to regularly perform the skill as a routine in real-life
situations without error
o Learner trait abilityo Inadequate task description and/or demonstration
o Imprinting of previous incorrect performance
o Improper correction/reinforcemento Affective factors: fear, distractiono Inaccurate learner perception of performance
o Simulation and role-playo Learning technology – video, mannequins, CAL, vertual learning
o Skills Labso Checklists and logbookso “Shadowing”o OSCE
Produce a convincing re-creation of real-life event or set of conditions
o Humanitarian issueso Decrease in the number of patientso Decrease training timeo Some situations are rareo Legal issueso Student learn more effectively in non-threatening environment
o Increase emphasis on multidisciplinary learning
o Prepare students to cope with future roles
o Provide practice in a safe environment with no risk to patient or student
o Test/challenge trainee’s technical and decision-making skills
o Be an assessment tool
o Interpersonal and communication skillso Critical thinking and decision-making skills
o Practical skillso The use of equipment
Feedback – The absence of learner feedback was the greatest single for
ineffective simulation training
Validity – Poor validity is associate with lack of realism
“Simulator” learning – Students learn tomaster the simulator rather than the task
Be as realistic as possible
Involve feedback/debriefing/video sessions
Well prepared with a back up plan for equipment failure
Involve the observers by getting to makenotes on teamwork, communication
Create a relaxed teaching environment
Increased emphasis on multidisciplinary approach to learning
Decision-making and behavioral interaction
SKILLS
LAB
SimulatedPatients
Set learning outcomes
Integrating assessment throughout the course involving all clinical scenarios