Srivieng Pairojkul, MD.Department of Pediatrics

Faculty of MedicineKhon Kaen University

o Practical clinical skills andprocedures

o First aid and resuscitationo Communication skillso Consultation skills

o Computing skills and medical informatics

o Evidence-based learning andmedical practice

o Medical ethics, legal and professional responsibilities

o Personal development

Acquiring range of practical competencies needed to function as pre-registration house officers and in subsequent medical practice

George J, Fam Med 2001

1. Conceptualization2. Visualization3. Verbalization4. Practice5. Articulation6. Naturalization

o Why it’s doneo When it’s doneo Precautions involvedo Instruments and tools involved

Learner must understand the cognitive elements of the skill

o Model of the performanceo Imitation

Learner must see the skill demonstrated in its

entirely from beginning to end

Greater likelihood that the learner will correctly perform the skill

Learner must hear a narration of the steps of the skill along with

a second demonstration

Learner having- seen the skill- heard the narration- repeat the narration

performs the skill

Skill errors need immediate correction&

Positive reinforcement

Ability to routinely perform a sequence of skills in a

practice situation without error

Ability to regularly perform the skill as a routine in real-life

situations without error

o Learner trait abilityo Inadequate task description and/or demonstration

o Imprinting of previous incorrect performance

o Improper correction/reinforcemento Affective factors: fear, distractiono Inaccurate learner perception of performance

o Simulation and role-playo Learning technology – video, mannequins, CAL, vertual learning

o Skills Labso Checklists and logbookso “Shadowing”o OSCE

Produce a convincing re-creation of real-life event or set of conditions

o Humanitarian issueso Decrease in the number of patientso Decrease training timeo Some situations are rareo Legal issueso Student learn more effectively in non-threatening environment

o Increase emphasis on multidisciplinary learning

o Prepare students to cope with future roles

o Provide practice in a safe environment with no risk to patient or student

o Test/challenge trainee’s technical and decision-making skills

o Be an assessment tool

o Interpersonal and communication skillso Critical thinking and decision-making skills

o Practical skillso The use of equipment

Feedback – The absence of learner feedback was the greatest single for

ineffective simulation training

Validity – Poor validity is associate with lack of realism

“Simulator” learning – Students learn tomaster the simulator rather than the task

Be as realistic as possible

Involve feedback/debriefing/video sessions

Well prepared with a back up plan for equipment failure

Involve the observers by getting to makenotes on teamwork, communication

Create a relaxed teaching environment

Increased emphasis on multidisciplinary approach to learning

Decision-making and behavioral interaction

SKILLS

LAB

SimulatedPatients

Set learning outcomes

Integrating assessment throughout the course involving all clinical scenarios