Fenoll-Brunet Maria Rosa, Piera Verónica, Sánchez Domènec, Lanuza Maria Angel, García Neus, Cobos Pedro
University Rovira i Virgili.
MedEdPublish (2016). 2017 Jun 21;6:110. doi: 10.15694/mep.2017.000110. eCollection 2017.
This article was migrated. The article was marked as recommended. This describes the experience of University School of Medicine (URV) with the early introduction of pre-clinical skills learning in the undergraduate medical curricula to monitor and assessing these competencies as a prerequisite for medical students accessing their training in clinical settings. A PRE-CLINICAL SKILLS course has been developed to guarantee medical student's performance in managing clinically relevant basic medical sciences to interpret clinical scenarios, to develop technical communication skills and to value professional behavior throughout the first two years of medical education. The set of pre-clinical competencies evaluated in this course as well as the corresponding assessment methods have been established according to an international reference standards review work in collaboration with the regional quality assurance agency. An integrated formative assessment is being used. Since the academic year 2009-2010 about 130 students from second-year of Medicine follows this integrated trunk-course while being enrolled in parallel in other core courses as Physiology, Anatomy, and Histology. The program doesn't include lectures but only learning activities to train and monitor the successful achievement of the pre-clinical skills by medical students. A good majority of the participants achieve readiness for start training in clinical settings. As a whole, this course is useful ensuring patient's safety by identifying weaknesses acquisition of pre-clinical skills and predicting medical students who will have difficulty during their clinical training. Reflecting on our experience, we believe that the named course "PRE-CLINICAL SKILLS" overcomes the disadvantages of the traditional teaching methods. Helping students to conceptualize rather than memorize and encouraging them to integrate clinically relevant basic medical sciences concepts and principles by training pre-clinical skills in this competence-based assessment course prior entering into clinical settings.
本文已迁移。该文章被标记为推荐文章。 本文描述了罗维拉-维尔吉利大学医学院（URV）在本科医学课程中早期引入临床前技能学习的经验，以监测和评估这些能力，这是医学生进入临床实习的先决条件。已开发了一门临床前技能课程，以确保医学生在处理临床相关基础医学科学、解读临床情景、培养技术沟通技能以及在医学教育的头两年重视职业行为方面的表现。根据与地区质量保证机构合作开展的国际参考标准审查工作，确定了本课程评估的临床前能力集以及相应的评估方法。正在使用综合形成性评估。自2009 - 2010学年以来，约130名医学二年级学生参加了这门综合主干课程，同时还并行修读其他核心课程，如生理学、解剖学和组织学。该课程不包括讲座，只包括学习活动，以培训和监测医学生临床前技能的成功掌握情况。绝大多数参与者达到了开始临床实习的准备程度。总体而言，本课程通过识别临床前技能掌握方面的弱点并预测在临床培训中会遇到困难的医学生，有助于确保患者安全。反思我们的经验，我们认为名为“临床前技能”的课程克服了传统教学方法的缺点。在这个基于能力的评估课程中，通过在进入临床实习前培训临床前技能，帮助学生形成概念而非死记硬背，并鼓励他们整合临床相关基础医学科学的概念和原则。
