Abay Ece Şükriye, Turan Sevgi, Odabaşı Orhan, Elçin Melih
a Medical Education and Informatics, Hacettepe University Faculty of Medicine , Ankara , Turkey.
Teach Learn Med. 2017 Jul-Sep;29(3):247-254. doi: 10.1080/10401334.2016.1274262. Epub 2017 Mar 15.
Phenomenon: Clinical skills centers allow structured training of undergraduate medical students for the acquisition of clinical skills in a simulated environment. Physician, nurse, or peer tutors are employed for training in those centers. All tutors should have appropriate training about the methodology used in the clinical skills training. Many of the studies revealed the effectiveness of various types of tutors. The aim of our study was to evaluate medical students' satisfaction with clinical skills training, and their opinions about the differences in coaching skills among the physician, nurse, and peer tutors.
This study was conducted with third-year students (467 students) in 2013-2014 academic year at Hacettepe University Faculty of Medicine. Participation rate was 85 % (397 students). The students attended the suturing skill training in groups of 40 students. First, a faculty member from the Department of Medical Education delivered a video demonstration and conducted discussion. After the demonstration, the students were divided into groups of 5-6 students. A physician, nurse, or a peer tutor facilitated each group. The students were asked to complete the Coaching Skills Evaluation Form after the practicum session. It contained 13 criteria for assessing the coaching skills. Additionally, the form included a question for rating the student's satisfaction with the tutor. The performance of the tutors at each step was rated on a three-point scale.
Kruskal Wallis analysis was used to compare students' scores for their tutors. The students' satisfaction with tutors was high for all of the tutors. However, there was no difference between students' scores in suturing skill, and between physician, nurse, and peer tutors' coaching skills. Insights: In this study, we revealed that physician, nurse, and peer tutors were equally effective on the students' performances. They were also regarded as effective in their teaching role by students. But the most important point was that sufficient tutor training and preparation was crucial for the success of models.
现象：临床技能中心允许对本科医学生进行结构化培训，以便在模拟环境中掌握临床技能。这些中心聘请医生、护士或同伴导师进行培训。所有导师都应接受有关临床技能培训所使用方法的适当培训。许多研究揭示了各类导师的有效性。我们研究的目的是评估医学生对临床技能培训的满意度，以及他们对医生、护士和同伴导师辅导技能差异的看法。
本研究于2013 - 2014学年在哈杰泰佩大学医学院对三年级学生（467名学生）进行。参与率为85%（397名学生）。学生们以40人一组的形式参加缝合技能培训。首先，医学教育系的一名教员进行视频演示并展开讨论。演示结束后，学生们被分成5 - 6人的小组。由一名医生、护士或同伴导师指导每个小组。实习课程结束后，要求学生填写《辅导技能评估表》。该表包含13项评估辅导技能的标准。此外，表格还包括一个让学生对导师满意度进行评分的问题。对导师在每个步骤的表现按三分制进行评分。
采用克鲁斯卡尔 - 沃利斯分析来比较学生对导师的评分。所有导师的学生满意度都很高。然而，学生在缝合技能方面的得分以及医生、护士和同伴导师的辅导技能之间没有差异。见解：在本研究中，我们发现医生、护士和同伴导师对学生的表现同样有效。学生们也认为他们在教学角色方面很有效。但最重要的一点是，充足的导师培训和准备对于这些模式的成功至关重要。
