All India Institute of Medical Sciences, New Delhi, India.
Himalayan Institute of Medical Sciences, Swami Rama Himalayan University, Jolly Grant, Dehradun, India.
BMC Med Educ. 2024 Nov 25;24(1):1357. doi: 10.1186/s12909-024-06379-x.
Internship is a phase of training wherein medical graduates acquire the skills and competencies required to function independently. It has been reported that interns lack confidence in performing common procedures, as these skills are often learnt through self-learning or performing without supervision. This type of learning endangers patient safety and fails to instil the required confidence in the student. Training in skills laboratories provide opportunity to learn clinical skills in a safe environment. However, skills laboratories are resource-intensive, and there is limited information on different training approaches, such as blended learning, and how the trainees perceive their usefulness. Hence, we conducted this pilot study to assess the perceived usefulness of a blended learning approach for skills training among medical interns.
This mixed methods study was conducted in the skills laboratory of an apex medical institute in India, among 42 interns posted for the Interns Skill-based Clinical Induction Program (ISCIP). In this training, a blended learning approach was adopted, which comprised of two components - an online e-learning module, followed by a hands-on training session. The trainees were asked to complete a feedback form and grade different components of the online session, and hands-on session on a five-item Likert-based scale. The scores were expressed as the mean (SD) of a maximum possible score of 5 for each of the components. In order to gain insight of the perceived usefulness of skills training among learners, focused group discussions (FGDs) were conducted.
The mean (SD) score for perceived importance ranged from 5 (0) to 4.9 (0.2) for various skills. The proportion of interns who felt confident in performing the skill after the training was 88.1% for IV cannulation to 97.6% handwashing, and gloving and gowning. The findings of the qualitative component revealed that interns found the training to be useful and interesting. It was perceived to be more ethical, uniform, well-structured, and provided an opportunity to practice a skill repeatedly.
The blended learning approach was perceived to be useful among the medical interns. Further research may be conducted in other medical institutes to assess the effectiveness of skills training.
Not applicable, as the study is not a trial.
实习是医学生获得独立工作所需技能和能力的培训阶段。据报道，实习生在执行常见操作时缺乏信心，因为这些技能通常是通过自学或在无人监督的情况下进行学习的。这种学习方式危及患者安全，并且无法在学生中树立必要的信心。在技能实验室中进行培训为在安全环境中学习临床技能提供了机会。然而，技能实验室资源密集，关于不同的培训方法，如混合学习，以及学员如何感知其有用性的信息有限。因此，我们进行了这项试点研究，以评估混合学习方法在医学实习生技能培训中的感知有用性。
这项混合方法研究在印度一家顶尖医学研究所的技能实验室中进行，共有 42 名参加 Interns Skill-based Clinical Induction Program（ISCIP）的实习生参加。在这种培训中，采用了混合学习方法，包括两个组成部分 - 在线电子学习模块，然后是实践培训课程。要求学员填写反馈表，并对在线课程和实践课程的不同组成部分进行五分制评分。每个组成部分的最高得分为 5 分，得分表示为每个组成部分的最高可能分数 5 的平均值（SD）。为了深入了解学习者对技能培训的感知有用性，进行了焦点小组讨论（FGD）。
各种技能的感知重要性得分（SD）范围从 5（0）到 4.9（0.2）。培训后，有 88.1%的学员对静脉穿刺、97.6%的学员对洗手、戴手套和穿手术衣有信心。定性部分的研究结果表明，学员认为培训有用且有趣。它被认为更符合道德规范、更统一、结构更合理，并提供了多次练习技能的机会。
混合学习方法在医学实习生中被认为是有用的。可以在其他医学院进行进一步的研究，以评估技能培训的效果。
不适用，因为该研究不是临床试验。
