Event

List of Clinical Skill Mainkins

Report on Undergraduate Skill Training

Participants – phase II, phase III part I & phase
III part II medical students

Background—The use of procedural skills
labs in teaching provides opportunities for safe practice before performing these procedures on
patients. This gives learners the opportunity for practice, to receive immediate feedback, and
to further refine their competence and confidence – before undertaking the procedure on a patient.

For phase II students – simulation lab
was utilized to teach medical interview using simulated patients. Calgary Cambridge model which
integrates both interview content and process of communication was used to
develop patient centred communication.

Students are allotted in batches of 10 during their clinical
postings and they observe the interaction of facilitator with simulated patient.
For pre reading they were given access to Calgary Cambridge guide and a video of medical
interview developed in our institute in LMS. Each student has to demonstrate medical
interview technique which was observed using a checklist and they were given feedback at
the end of session to improve their communication skills

For phase III part I & part II students– they are
posted in a batch of 25-30 in each clinical department and they attend skill lab for sessions
planned in the respective department. The topics allotted in the respective
departments are facilitated using manikins and task trainers. Pendleton’s four step
approach was used to train procedural skills. The schedule is given below. At the end of
their postings, apart from clinical exam they also have an OSCE with stations based
on the topics taken in skills lab. Each student was given both an oral and written feedback.

Phase III part I – Schedule

Report on Undergraduate Skill Training

Participants – phase II, phase III part I & phase
III part II medical students

Background—The use of procedural skills
labs in teaching provides opportunities for safe practice before performing these procedures on
patients. This gives learners the opportunity for practice, to receive immediate feedback, and
to further refine their competence and confidence – before undertaking the procedure on a patient.

For phase II students – simulation lab
was utilized to teach medical interview using simulated patients. Calgary Cambridge model which
integrates both interview content and process of communication was used to
develop patient centred communication.

Students are allotted in batches of 10 during their clinical
postings and they observe the interaction of facilitator with simulated patient.
For pre reading they were given access to Calgary Cambridge guide and a video of medical
interview developed in our institute in LMS. Each student has to demonstrate medical
interview technique which was observed using a checklist and they were given feedback at
the end of session to improve their communication skills

For phase III part I & part II students– they are
posted in a batch of 25-30 in each clinical department and they attend skill lab for sessions
planned in the respective department. The topics allotted in the respective
departments are facilitated using manikins and task trainers. Pendleton’s four step
approach was used to train procedural skills. The schedule is given below. At the end of
their postings, apart from clinical exam they also have an OSCE with stations based
on the topics taken in skills lab. Each student was given both an oral and written feedback.

Phase III part I – Schedule

Simulation Centre Report on Teaching and Assessing Clinical Skills

Conducted on: 29.10.2020, 18.03.2021

Venue: Own book reading hall, Ground floor, College Block

Duration: 3 hours

Report prepared by: Dr.M.Jayasree, Professor & HOD, Department of Obstetrics & Gynaecology

Faculty facilitated the session:

Dr.M.Jayasree, Professor & HOD, Department of OBG

Dr.T.Preethi, Assistant Professor, Department of Paediatrics

Dr.T.Kanimozhi, Associate Professor, Department of Paediatrics

Participants: attendance list attached

Background: Competency based Medical Education Curriculum emphasize on skill training in all the phases. Learners have to do the tasks repetitively till they achieve the competency and for certain skills they have to be certified. So, skill sessions have to be planned and documentation of training given has to be done to provide certification. So, to implement skills session in our institution, all Head of Department and registrars were given training in the first session.

Objectives:At the end of session participants will be able to:

• Teach students how to reason appropriately and how to understand and apply the scientific methods of clinical problem solving and decision-making to ensure that patients receive optimal treatment
• Identify and summarize teaching strategies for basic practical skills and clinical examination skills
• Identify teaching and assessment methods that facilitate acquisition of communication skills and professionalism.

Training Session:

In the first session, need for teaching skills was emphasized. Definition and types (technical and non-technical skills), Dreyfus model of stages of skill learning and criticality- feasibility matrix were explained. Various TL methods for both technical and non-technical skills were given. Calgary Cambridge model using simulated patient for communication skill, one minute preceptor and SNAPPS model for clinical reasoning skills, Peyton’s four step model for psychomotor skills were demonstrated with help of videos.

In the second session, how each skill has to be assessed and documented was clarified. e.g. OSCE with checklists for assessing communication and psychomotor skill. Importance of feedback after each assessment was emphasized. Algorithm given in the skills training module was utilized to sensitize how to plan for skills session.During the activity for each skill, cognitive, affective and psychomotor, participants were divided in to 5 groups. They were asked to plan a skills session and also do a role play of assessment and feedback for each skill.

Program Schedule

Feedback: Effective Clinical and Practical Skill Teaching

Assessment of Clinical and Practical Skills

List of Participants for the Skills Training Program Held on 29.10.2020

List of Participants for the Skills Training Program Held on 18.03.2021