Seale Josephine, Knoetze Madeleine, Phung Anita, Prior David, Butchers Colin
GKT School of Medical Education, Simulation and Interactive Learning (SaIL) Centre, King's College London, Shepherds House, London, SE1 1UL UK.
Med Sci Educ. 2018 Nov 30;29(1):173-179. doi: 10.1007/s40670-018-00657-2. eCollection 2019 Mar.
Medical schools are increasingly introducing technical clinical skills training from year 1. However, little research has determined students' views of such training. This study compared the perceptions of student groups which received different levels of technical skills training during the early years of their undergraduate medical degree.
Medical students from King's College London's Stage curriculum ( = 184) receiving 48 h of technical skills teaching and Phase curriculum ( = 94), receiving 12 h, voluntarily participated. A mixed methods design using a questionnaire and focus groups explored students' views. Stage and Phase student questionnaire responses were compared using Mann Whitney tests. Focus group transcripts underwent thematic analysis.
The majority of Stage ( = 169) and Phase ( = 68) students identified year 1 as the best time to commence technical skills training. For the majority of the technical skills taught, Stage compared to Phase students reported feeling more prepared to perform them. Thematic analysis identified three main themes: Role of technical skills teaching in the early stages of medical education, impact on students' learning and factors to consider when designing a medical undergraduate technical clinical skills programme.
The wide student support and positive impact of technical skills training on students' perceived preparedness for carrying out the techniques taught advocates its addition to the first year of the undergraduate medical curriculum. The identification by students of specific components considered to be fundamental in the effective teaching of technical skills provides guidance when designing future undergraduate clinical skills training.
医学院校越来越早地从本科一年级就开始引入技术临床技能培训。然而，很少有研究确定学生对这种培训的看法。本研究比较了在本科医学学位早期接受不同水平技术技能培训的学生群体的认知。
伦敦国王学院阶段课程的医学生（n = 184）接受48小时的技术技能教学，阶段课程的医学生（n = 94）接受12小时，他们自愿参与。采用问卷调查和焦点小组的混合方法设计来探究学生的观点。使用曼-惠特尼检验比较阶段课程和阶段课程学生的问卷回复。对焦点小组记录进行主题分析。
大多数阶段课程（n = 169）和阶段课程（n = 68）的学生认为一年级是开始技术技能培训的最佳时间。对于所教授的大多数技术技能，与阶段课程的学生相比，阶段课程的学生表示在执行这些技能时感觉准备更充分。主题分析确定了三个主要主题：医学教育早期技术技能教学的作用、对学生学习的影响以及设计医学本科技术临床技能课程时要考虑的因素。
学生的广泛支持以及技术技能培训对学生执行所教技术的感知准备情况的积极影响，主张将其纳入医学本科课程的第一年。学生对技术技能有效教学中被认为至关重要的特定组成部分的识别，为未来本科临床技能培训的设计提供了指导。
