Sahu Pradeep Kumar, Chattu Vijay Kumar, Rewatkar Aishwarya, Sakhamuri Sateesh
Centre for Medical Sciences Education, Faculty of Medical Sciences, The University of the West Indies, St. Augustine, Trinidad and Tobago.
Department of Paraclinical Sciences, Faculty of Medical Sciences, The University of the West Indies, St. Augustine, Trinidad and Tobago.
J Educ Health Promot. 2019 Mar 14;8:57. doi: 10.4103/jehp.jehp_354_18. eCollection 2019.
Globally, health is regarded as a booming industry with greater stress being laid on high quality, accountability, and transparency. Traditional medical curricula rely primarily on clerkships during the clinical period of study to train clinical skills, while the preclinical period is mainly used to teach the basic sciences. In recent years, the early introduction of clinical skills training has received increased attention. This review aims to identify and summarize teaching approaches of clinical skills for medical students during preclinical years, namely, (1) framing objectives (2) learning activities, and (3) evaluation strategies. Although the clinical tutor's role is to ensure that students receive effective preclinical skills through different modes of learning (lectures, presentations, and problem-based learning), the role of advanced technologies, namely, simulation-based learning platforms and gamification are found to be very successful. To improve the communication skills, there is strong evidence in support of role plays, and similarly, for enhancing observation skills, an introduction of fine arts in clinical skills training was found to be very useful. Medical schools worldwide should give high priority to conduct faculty development programs on various aspects of training and teaching modalities, evaluation strategies, and improving the evaluation of various clinical skills. Students should be provided with sufficient learning opportunities including a well-equipped clinical skills laboratory and individual attention, and constructive feedback should be given to students for building their confidence level during their learning process.
在全球范围内，健康被视为一个蓬勃发展的行业，人们更加强调高质量、问责制和透明度。传统医学课程主要依靠临床学习期间的实习来培养临床技能，而临床前阶段主要用于教授基础科学。近年来，临床技能培训的早期引入受到了越来越多的关注。本综述旨在识别和总结临床前阶段医学生临床技能的教学方法，即：（1）制定目标；（2）学习活动；（3）评估策略。尽管临床导师的作用是确保学生通过不同的学习模式（讲座、演示和基于问题的学习）获得有效的临床前技能，但先进技术的作用，即基于模拟的学习平台和游戏化，被发现非常成功。为了提高沟通技巧，有强有力的证据支持角色扮演，同样，为了提高观察技巧，在临床技能培训中引入美术被发现非常有用。世界各地的医学院应高度重视开展关于培训和教学方式、评估策略等各个方面的教师发展项目，并改进对各种临床技能的评估。应向学生提供充足的学习机会，包括设备完善的临床技能实验室和个人关注，并应在学生的学习过程中给予建设性的反馈，以建立他们的信心水平。
