The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, The University of Sydney, Edward Ford Building A27, Sydney, NSW, 2006, Australia.
The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia.
BMC Med Educ. 2020 Dec 3;20(Suppl 2):458. doi: 10.1186/s12909-020-02284-1.
The teaching of procedural skills required for clinical practice remains an ongoing challenge in healthcare education. Health professionals must be competent to perform a wide range of clinical skills, and are also regularly required to teach these clinical skills to their peers, junior staff, and students. Teaching of procedural skills through the use of frameworks, observation and provision of feedback, with opportunities for repeated practice assists in the learners' acquisition and retention of skills. With a focus on the teaching of non-complex skills, this paper explores how skills are learned; ways to improve skill performance; determining competency; and the provision of effective feedback.
临床实践所需的程序性技能教学仍然是医疗保健教育中的一个持续挑战。卫生专业人员必须有能力执行广泛的临床技能，并且还经常需要向同行、初级工作人员和学生传授这些临床技能。通过使用框架、观察和提供反馈以及提供重复练习的机会来教授程序性技能，有助于学习者掌握和保留技能。本文重点介绍非复杂技能的教学，探讨技能的学习方式；提高技能表现的方法；确定能力；以及提供有效的反馈。
