Stewart Robyn A, Hauge Linnea S, Stewart Robert D, Rosen Robert L, Charnot-Katsikas Angella, Prinz Richard A
Department of General Surgery and Office of Medical Student Programs, Rush University Medical Center, 1653 W. Congress Parkway, Chicago, IL 60612, USA.
Am J Surg. 2007 Jun;193(6):771-3. doi: 10.1016/j.amjsurg.2007.01.019.
Medical students enter the clinical education years with minimal exposure to procedural skills. This study aims to determine the effect of a pre-clinical skills course on students' ratings of proficiency, confidence, and anxiety levels.
An elective pre-clinical course in procedural skills was given to medical students prior to clinical rotations. Self-assessment of proficiency, confidence, and anxiety in performing these skills was made prior to and on completion of the course.
Course participants reported low proficiency and confidence, and high anxiety regarding performing procedural skills. Following the course, there was significant improvement in self-assessed proficiency, confidence, and anxiety. There were no gender differences in responses.
Medical students entering clinical rotations have poor self-assessment of proficiency, low confidence, and high anxiety regarding procedural skills. A concentrated course in procedural skills significantly improved students' assessment of their proficiency, confidence, and anxiety levels.
医学生进入临床教育阶段时，对操作技能的接触极少。本研究旨在确定临床前技能课程对学生熟练度、自信心和焦虑水平评分的影响。
在临床轮转之前，为医学生开设了一门关于操作技能的选修临床前课程。在课程开始前和结束时，对学生进行了操作技能熟练度、自信心和焦虑方面的自我评估。
课程参与者表示在执行操作技能方面熟练度和自信心较低，焦虑程度较高。课程结束后，自我评估的熟练度、自信心和焦虑程度有了显著改善。在回答方面没有性别差异。
即将进入临床轮转的医学生对操作技能的自我评估较差，自信心较低，焦虑程度较高。一门集中的操作技能课程显著改善了学生对其熟练度、自信心和焦虑水平的评估。
