Suliman Muhammad Imran, Imran Faiqa, Ahmed Syed Ahsanuddin, Rahim Ikram Ur, Shafiq Anser, Qayum Iftikhar
Faculty of Medicine at Rabigh, King Abdul Aziz University, Jeddah, KSA.
Department of Gynaecology and Obstetrics, Batterjee Medical College, Jeddah, KSA.
J Ayub Med Coll Abbottabad. 2016 Apr-Jun;28(2):315-322.
Combining cognitive skills teaching related to the techniques leads to better understanding in a skill training course; but still there a substantial disagreement in curriculum on such combinations. This study aims to help guide the designers in making the outline of instructional plan for a Clinical Skills Module (CSM) for the undergraduates. Objectives were to assess performance of students on a clinical skill after training by two different models of (hands-on only or with cognitive skills) instructions and explore their perception on the employment of educational strategies through Focus Group Discussions (FGD) through a Sequential mixed method study design: (1) Quantitative (Pre- and post-assessments and comparing their results (2) Qualitative (Exploration of perspectives through constructivist approach using qualitative phenomenological design) The study was conducted during the month of September, 2015 at Rabigh Medical College, King Abdul Aziz University, Jeddah.
Students entering fourth year were randomized to two groups to participate in pre-post OSCE using global rating scale and their scores were compared. The examiners were kept blinded to the randomization of students undergoing two separate training methods. The test group (group A) was trained for both procedural as well as cognitive skills whereas the control group (Group-B) was trained only with hands-on practice. Later their perception about the addition of cognitive skills to improve of procedural skills was explored through focus group discussions. The recorded audio tapes of FGDs were transcribed and analysed thematically. Triangulation of themes and trends was achieved by relating the content analysis to the relevant frequency of quotes. Auditing of the data verification was done by all the authors separately..
A total of 42 students completed both pre- and post-tests. As a result, student performance in OSCE significantly increased from pre- to post-test (p<0.001) in both the groups; on the other hand no statistically significant difference was found in the pre- and posttest scores between groups A and B (p=0.108). Five themes (1) advantages, (2) disadvantages of combining theory with practice, (3) time balance in teaching a skill, (4) training on skills, (5) skillsassessment, were found prevalent on thematic analysis of the FGDs.
Students' ability to grasp the procedural skills was not significantly different when they acquire the cognitive skills in addition to the practical sessions. Students were more convinced to adopt combination of the two in the learning of procedural skills.
在技能培训课程中，将与技术相关的认知技能教学相结合能带来更好的理解；但在课程设置中，关于此类结合仍存在很大分歧。本研究旨在帮助指导设计者制定本科临床技能模块（CSM）的教学计划大纲。目标是通过一项序贯混合方法研究设计，评估学生在两种不同教学模式（仅实践操作或实践操作与认知技能相结合）培训后的临床技能表现，并通过焦点小组讨论（FGD）探索他们对教育策略应用的看法：（1）定量研究（前后评估并比较结果）（2）定性研究（使用定性现象学设计，通过建构主义方法探索观点）。该研究于2015年9月在吉达阿卜杜勒阿齐兹国王大学拉比格医学院进行。
将进入四年级的学生随机分为两组，使用全球评分量表参加前后两次客观结构化临床考试（OSCE），并比较他们的分数。对采用两种不同培训方法的学生进行随机分组的情况，考官并不知情。试验组（A组）接受程序技能和认知技能的培训，而对照组（B组）仅接受实践操作培训。之后，通过焦点小组讨论探索他们对增加认知技能以提高程序技能的看法。对FGD的录音磁带进行转录并进行主题分析。通过将内容分析与相关引述频率相关联，实现主题和趋势的三角验证。所有作者分别对数据验证进行审核。
共有42名学生完成了前后测试。结果，两组学生在OSCE中的表现从测试前到测试后均显著提高（p<0.001）；另一方面，A组和B组的测试前后分数在统计学上没有显著差异（p = 0.108）。在对FGD的主题分析中发现了五个主题：（1）优点，（2）理论与实践相结合的缺点，（3）技能教学中的时间平衡，（4）技能培训，（5）技能评估。
当学生除了实践课程外还获得认知技能时，他们掌握程序技能的能力没有显著差异。学生更倾向于在程序技能学习中采用两者结合的方式。
