Cargando…

Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study

BACKGROUND: Every procedural skill consists of some microskills. One of the effective techniques for teaching a main procedural skill is to deconstruct the skill into a series of microskills and train students on each microskill separately. When we learn microskills, we will learn the main skill als...

Descripción completa

Detalles Bibliográficos
Autores principales: Razavi, Seyyed M, Karbakhsh, Mojgan, Khahi, Mahdi Panah, Dabiran, Soheila, Asefi, Sara, Shahrak, Ghamar H Zaker, Afrooz, Ali R Bad
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove Medical Press 2010
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3643127/
https://www.ncbi.nlm.nih.gov/pubmed/23745058
http://dx.doi.org/10.2147/AMEP.S13750
_version_ 1782268267303272448
author Razavi, Seyyed M
Karbakhsh, Mojgan
Khahi, Mahdi Panah
Dabiran, Soheila
Asefi, Sara
Shahrak, Ghamar H Zaker
Afrooz, Ali R Bad
author_facet Razavi, Seyyed M
Karbakhsh, Mojgan
Khahi, Mahdi Panah
Dabiran, Soheila
Asefi, Sara
Shahrak, Ghamar H Zaker
Afrooz, Ali R Bad
author_sort Razavi, Seyyed M
collection PubMed
description BACKGROUND: Every procedural skill consists of some microskills. One of the effective techniques for teaching a main procedural skill is to deconstruct the skill into a series of microskills and train students on each microskill separately. When we learn microskills, we will learn the main skill also. This model can be beneficial for tuition on procedural skills. OBJECTIVE: In this study, we propose a stationed-based deconstructed training model for tuition of each microskill, and then we assessed the medical students’ self-perceived abilities. METHODS: This quasi-experimental study was conducted in 268 medical students (536 matched pre- and post-questionnaires) at the surgical clerkship stage during five consecutive years in three teaching and learning groups. In this study, we taught each skill in 10 steps (proposed model) to the students. We then evaluated the students’ self-perceived abilities using a pre- and post-self-assessment technique. SPSS v13 software with one-way analysis of variance and paired t-tests were used for data collection and analysis. RESULTS: Assessment of medical students’ perceived abilities before and after training showed a significant improvement (P < 0.001) in both cognitive and practical domains. There were also significant differences between the three teaching and learning groups (P < 0.001). There were no significant differences for the different years of training regarding the observed improvement. CONCLUSION: This study suggests that deconstructing the practical skills into microskills and tuition of those microskills via the separated structured educational stations is effective according to the students’ self-ratings.
format Online
Article
Text
id pubmed-3643127
institution National Center for Biotechnology Information
language English
publishDate 2010
publisher Dove Medical Press
record_format MEDLINE/PubMed
spelling pubmed-36431272013-06-06 Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study Razavi, Seyyed M Karbakhsh, Mojgan Khahi, Mahdi Panah Dabiran, Soheila Asefi, Sara Shahrak, Ghamar H Zaker Afrooz, Ali R Bad Adv Med Educ Pract Original Research BACKGROUND: Every procedural skill consists of some microskills. One of the effective techniques for teaching a main procedural skill is to deconstruct the skill into a series of microskills and train students on each microskill separately. When we learn microskills, we will learn the main skill also. This model can be beneficial for tuition on procedural skills. OBJECTIVE: In this study, we propose a stationed-based deconstructed training model for tuition of each microskill, and then we assessed the medical students’ self-perceived abilities. METHODS: This quasi-experimental study was conducted in 268 medical students (536 matched pre- and post-questionnaires) at the surgical clerkship stage during five consecutive years in three teaching and learning groups. In this study, we taught each skill in 10 steps (proposed model) to the students. We then evaluated the students’ self-perceived abilities using a pre- and post-self-assessment technique. SPSS v13 software with one-way analysis of variance and paired t-tests were used for data collection and analysis. RESULTS: Assessment of medical students’ perceived abilities before and after training showed a significant improvement (P < 0.001) in both cognitive and practical domains. There were also significant differences between the three teaching and learning groups (P < 0.001). There were no significant differences for the different years of training regarding the observed improvement. CONCLUSION: This study suggests that deconstructing the practical skills into microskills and tuition of those microskills via the separated structured educational stations is effective according to the students’ self-ratings. Dove Medical Press 2010-09-30 /pmc/articles/PMC3643127/ /pubmed/23745058 http://dx.doi.org/10.2147/AMEP.S13750 Text en © 2010 Razavi et al, publisher and licensee Dove Medical Press Ltd This is an Open Access article which permits unrestricted noncommercial use, provided the original work is properly cited.
spellingShingle Original Research
Razavi, Seyyed M
Karbakhsh, Mojgan
Khahi, Mahdi Panah
Dabiran, Soheila
Asefi, Sara
Shahrak, Ghamar H Zaker
Afrooz, Ali R Bad
Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study
title Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study
title_full Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study
title_fullStr Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study
title_full_unstemmed Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study
title_short Station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study
title_sort station-based deconstructed training model for teaching procedural skills to medical students: a quasi-experimental study
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3643127/
https://www.ncbi.nlm.nih.gov/pubmed/23745058
http://dx.doi.org/10.2147/AMEP.S13750
work_keys_str_mv AT razaviseyyedm stationbaseddeconstructedtrainingmodelforteachingproceduralskillstomedicalstudentsaquasiexperimentalstudy
AT karbakhshmojgan stationbaseddeconstructedtrainingmodelforteachingproceduralskillstomedicalstudentsaquasiexperimentalstudy
AT khahimahdipanah stationbaseddeconstructedtrainingmodelforteachingproceduralskillstomedicalstudentsaquasiexperimentalstudy
AT dabiransoheila stationbaseddeconstructedtrainingmodelforteachingproceduralskillstomedicalstudentsaquasiexperimentalstudy
AT asefisara stationbaseddeconstructedtrainingmodelforteachingproceduralskillstomedicalstudentsaquasiexperimentalstudy
AT shahrakghamarhzaker stationbaseddeconstructedtrainingmodelforteachingproceduralskillstomedicalstudentsaquasiexperimentalstudy
AT afroozalirbad stationbaseddeconstructedtrainingmodelforteachingproceduralskillstomedicalstudentsaquasiexperimentalstudy