This document discusses effective methods for teaching clinical and practical skills to health sciences students. It begins by outlining the learning objectives and defining skills. Some key challenges in current skill teaching are a lack of clear objectives, feedback, and standardized patients/simulation. The document then explores various methods that can be used to teach skills, including demonstrations at the bedside, skill labs, simulation, and standardized patients. It emphasizes the importance of practicing skills, receiving feedback, and progressing from observation to independent performance of skills.
What are types of clinical skills?
How Clinical teaching is different from Classroom?
What are the tools?
Challenges / Problems in clinical teaching
How to improve?
This Presentation is on Effective clinical ,practical skill teaching . When it comes to MBBS Students we rely on our traditional teaching methods. i have tried to include new teaching methodologies to make teaching effective
What are types of clinical skills?
How Clinical teaching is different from Classroom?
What are the tools?
Challenges / Problems in clinical teaching
How to improve?
This Presentation is on Effective clinical ,practical skill teaching . When it comes to MBBS Students we rely on our traditional teaching methods. i have tried to include new teaching methodologies to make teaching effective
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
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It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Define objective structured clinical/ practical examination
Identify the ways in which OSCE/ OSPE differs from conventional practical examination
Realize the circumstances that necessitated introduction of OSCE/ OSPE
Identify the Advantages and Disadvantages of OSCE/OSPE
Plan and organize the conduction of an OSCE/ OSPE
To choose the most appropriate T-L Method for objectives & competencies
To discuss efficiency and effectiveness of various TLM
To discuss advantages and limitations of various TLM
To discuss factors in selection of T-L Method in different domains and levels of learning to match objectives and competencies
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
A Comprehensive Introduction to Medical SimulationRoger Smith
Introduction to the science and practice of medical and surgical simulation. Topics Covered: History, Taxonomy, Learning Processes, Standardized Patients, Patient Simulators, Team Training, Surgery Simulators, Best Practices.
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Define objective structured clinical/ practical examination
Identify the ways in which OSCE/ OSPE differs from conventional practical examination
Realize the circumstances that necessitated introduction of OSCE/ OSPE
Identify the Advantages and Disadvantages of OSCE/OSPE
Plan and organize the conduction of an OSCE/ OSPE
To choose the most appropriate T-L Method for objectives & competencies
To discuss efficiency and effectiveness of various TLM
To discuss advantages and limitations of various TLM
To discuss factors in selection of T-L Method in different domains and levels of learning to match objectives and competencies
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Program required by St. Clair County Community College in order for their students to mentor/ride along during his/her Basic EMT or Paramedic Program. Covers rules and regulations monitored by the college and addresses expectations of student and preceptor.
Program required by St. Clair County Community College in order for their students to mentor/ride along during his/her Basic EMT or Paramedic Program. Covers rules and regulations monitored by the college and addresses expectations of student and preceptor.
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. LEARNING OBJECTIVES
At the end of session, the participants should be able to
Describe methods to teach skills at work place effectively
Describe the role of skill lab in skill teaching
Describe the challenges of current skill teaching
Describe the principles of skill teaching
3. SKILL
Ability and capacity acquired through deliberate, systematic and sustained
effort to perform a task leading to predefined outcome
Skill at HCO –
Any action taken by HCW involved in direct patient care which has
measurable impact on clinical outcome
Clinical skills – Greek word “klinikos” – Around sick bed, includes history
taking, clinical examination, diagnostic plan, procedure including post
procedure care, effective communication, team work and professionalism
4.
5. ACTIVITY – 20 MINUTES – 10 MINUTES
SMALL GROUP, 10 MINUTES LARGE
GROUP
THINK OF ONE SKILL YOU HAVE OTHER THAN YOUR HEALTH CARE
PROFESSION
HOW DID YOU DEVELOP THAT SKILL
WHAT WERE THE SUPPORTING FACTORS AND CHALLENGES YOU FACED
IN LEARNING THAT SKILL
INDIVIDUAL ACTIVITY
DISCUSS IN SMALL GROUP
1 GROUP MEMBER EXPERIENCE TO BE DISCUSSED IN LARGE GROUP
6. WHY ARE SKILLS IMPORTANT
TO REDUCE
ADVERSE EFFECTS
NEGLIGENCE
MISCONDUCT
UNETHICAL PRACTICES
MISTRUST
VOILENCE & LITIGATIONS
PATIENT MORE AWARE ABOUT DISEASES (GOOGLE DOCTOR)
MORE PATIENT RIGHTS AND RESPONSIBILITIES
7. LEVELS OF COMPETENCE
Unconsciously Incompetent KN X, SK X
Consciously Incompetent KN Y, SK X
Consciously Competent KN Y, SK Y
Unconsciously Competent KN (Not updated), SK Y
Steps of Skill acquisition
Novice -> Advanced beginner -> Competent -> Proficient -> Expert
8.
9.
10. TYPES OF SKILL
Intellectual or Cognitive skill
Knowledge, clinical reasoning
Diagnosing and planning a treatment
Reading a audiogram, ECG, PFT report
Psychomotor or Procedural skill
Perform a procedure
RT insertion, taking blood sample, catheterization
11.
12.
13. Communication skill
Communicate with patient and relatives
Consent, break bad news
Team skill
Work together interprofessionally (IPP)
OT, Project, Health camps
Leadership skill
Attitude skill
14.
15.
16. Current Trend in teaching Skill
SEE ONE – DO ONE
MASTER – APPRENTICESHIP MODEL
MASTER – directs, demonstrates, comments, inspires
DISCIPLE – passive observer, listens, watches, imitates, does, seeks
approval
17. Problems in current Clinical skill
teaching
Lack of clear objectives
Lack of time
Large number of students
Lack of interest
Not in curriculum
No feedback and reflections
Less/ uncooperactive patients
No standardized patient/ simulation
Lack of confidence in own skills/ competitive attitude
18. Ways of teaching skills
WORK PLACE
Bed side clinics, wards
OT, OPD, Evening clinics
Log book, portfolios
Procedure room
Mock drills
Workshop/ CME
Medical record writing
Peer learning
19. Work place Methods
DOAP
D – demonstration by teacher, O – Observation, A – Assistance, P –
perform
SNAPPS
S – summarize history and findings, N – narrow d/d, A – Analyze d/d, P –
probe for uncertainities, P – plan management, S – Select this case for SDL
OMP – One minute preceptor – get commitment, probe for supporting
evidence, give feedback – reinforce what is done well and give guidance
about errors, teach a concept, conclude
20. Peyton’s 4 stage approach
Step 1 – Teacher just demonstrates (DEMONSTRATION)
Step 2 – Teacher demonstrates describing (DECONSTRUCTION)
Step 3 – Student explains, teacher performs (COMPREHENSION)
Step 4 – Student performs under supervision followed by feedback
(EXECUTION)
GIVE AND TAKE FEEDBACK
21. SKILL LAB/ Simulation
Approximation to reality that requires trainees to react to problems in
conditions similar to real life circumstances
Simulated/ standardized patients – presents complaints in a constant
manner which can be reproduced
Manequins
Cadavers
Models
Animals
Virtual dissection table
Role play
22.
23.
24.
25. Role play – Type of simulation that focusses attention on interaction with
patient – communication/ attitude
Advantages
Safe protected environment, can make mistakes and learn
Less risk to patients, no compromise of patient care, ethics, legal rights
Good way of assessment
All skills can be tested
Rarely encountered clinical scenarios
Feedback
26. Disadvantages/ Limitations
No real time feeling
Not prepared for real life encounter
Overprotection
Expensive
Cant assess all competencies
Recruitment difficult/ time consuming
Cannot simulate certain signs
Faculty training
Animal rights
27. LEARNING SKILLS EFFECTIVELY
Learn – Knowledge
See – observe teacher/ peers
Practice – Skill lab
Prove – Competency tested
Do – under supervision
Do – independently
Teach
Maintain/ update knowledge – Workshops/ CME
28. EARLY INTRODUCTION OF CLINICAL
SKILLS
Integrate clinical and basic knowledge
Integrate theory into practice
Practical aspect of knowledge
Measure Blood Pressure
