Effectiveness of a Five‐Step Method for Teaching Clinical Skills to Students in a Dental College in India

Virdi, Mandeep Singh; Sood, Meenakshi

doi:10.1002/j.0022-0337.2011.75.11.tb05209.x

Cited by 12 publications

(10 citation statements)

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“…A literature review regarding the 5-step method found that it had the positive effects of improving performance ability and reducing the time needed to learn skills when it was applied to skill education for dental care students [16]. Teaching materials for peritoneal dialysis patients and their caregivers have been developed on the basis of the 5-step method and are expected to make peritoneal dialysis safer and more efficient for the patients when a nurse, who is the educator, uses these materials 3 [1].…”

Section: Need For Studymentioning

confidence: 99%

“…This study was approved by the Institutional Review Board of E University in D city (** [16][17]. For ethical protection of the participants, they were provided an explanation of the research goals, methods, and confidentiality, and those willing to participate in the study were asked to provide informed consent before the study was conducted.…”

Section: Data Collectionmentioning

confidence: 99%

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The Effects of the 5-step Method for Infant Cardiopulmonary Resuscitation Training on Nursing Students' Knowledge, Attitude, and Performance Ability

Kim¹,

Ahn²

2019

Child Health Nurs Res

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The purpose of this study was to examine the effects of an infant cardiopulmonary resuscitation (CPR) training program that applied the 5-step method on the knowledge, attitudes, and performance ability of nursing students in terms of enhancement and sustainability. Methods: Sixty-one nursing students (28 in the experimental group and 33 in the control group) from D city participated in this study. Data were collected from April 25 to December 15, 2016. The experimental group and control group received infant CPR education using the 5-step method and the traditional method, respectively. The outcome variables were measured 3 times (pretest and posttest at 1 week and 6 months after training) Results: There were significant differences in attitude (t=2.68, p=.009) and performance ability (t=4.56, p<.001) between the groups at 1 week after training, as well as in sustained performance ability at 6 months after training (F=6.76, p=.012). Conclusion: The 5-step method of infant CPR training was effective for improving performance ability in a sustained manner and promoting a positive attitude. Therefore, it is recommended that nursing students, as infant CPR novices, receive training using this effective method.

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Section: Need For Studymentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

The Effects of the 5-step Method for Infant Cardiopulmonary Resuscitation Training on Nursing Students' Knowledge, Attitude, and Performance Ability

Kim¹,

Ahn²

2019

Child Health Nurs Res

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“…The efficacy of using different step-bystep instructional models to teach psychomotor skills is subject of ongoing debate. When using the five-step George and Doto model or the Walker and Peyton four-step model, simple skill acquisition was significantly enhanced in studies [30,31]. In contrast, other studies comparing different skill teaching models identified no significant differences in cases of complex skill acquisition [2,10,16,22].…”

Section: Discussionmentioning

confidence: 83%

Efficacy of a certified modular ultrasound curriculum

2020

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Background In recent years, ultrasound (US) has become more incorporated into anesthesia and intensive care medicine. The German Anesthesia Society established a modular curriculum to teach US skills. Until now, the efficacy of this modular curriculum has not been validated. Objective The main objective of this study was to determine whether there is an increase of knowledge and of psychomotor skills for the trainees in this curriculum. Material and methods After ethical committee approval, 41 anesthesia physicians were enrolled. To determine the increase of knowledge and of practical skills theoretical and practical tests performed were evaluated before and after two different US courses. Results Comparing before and after course tests, the participants showed significant improvement in theoretical multiple choice tests (p = 0.008). Regarding psychomotor skills following course 1, the trainees improved significantly in the time needed to perform the two practical tests (p = 0.03), but not in the performance of the test. Better needle visualization during simulated US-guided vessel puncture (p = 0.52) and better identification of the anatomical structures in the axillary region (p = 0.56) could not be achieved. Conclusion This study shows that although this US course curriculum has positively enhanced the trainees’ theoretical knowledge of US practice, it does not enhance the practical application of that theoretical knowledge. To improve this curriculum, a supervised clinically practical training should follow the course.

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“…In brief the STEPS technique is a 5 step approach including setting the foundation, the tutor demonstrating skill without explanation, the tutor providing explanation while repeating the skill, the learner practicing under supervision and receiving feedback and then later the learner practicing independently. The SIS-FR approach is devised for structuring non-technical skills, including setting the context, immersing in roles and practicing, intervening for summary, feedback and refining practice according to feedback (17).…”

Section: Discussionmentioning

confidence: 99%

Teaching Temporal Bone Anatomy CT Scan as a Psychomotor Skill; A Quasi-Experimental Study

Amini¹,

Sefidbakht²,

Jalli³

et al. 2019

Preprint

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BACKGROUND Reviewing and interpretation of cross-sectional imaging studies has become the main part of Medical Imaging (formerly known as Radiology) practice over the past twenty years. The rapid changes in the practice of medical imaging however has not been paralleled by development of new teaching methods. In the current study, we present a teaching method for the radiology residents the cross-sectional anatomy of the temporal bone as a psychomotor skill.METHODS In this cross-sectional study, we included a total number of 21 radiology resident of Shiraz University of Medical Sciences for a 2-month period. We provided a teaching scheme based on the Gagne’s theory which consisted of 6 steps ie: 1-gaining attention, 2-informing the learner of the objective, 3-stimulating recall of prerequisite learning, 4-presenting the stimulus material, 5-providing learning guidance, and 6-eliciting the performance, 7-providing feedback, assessing the performance and 8-enhancing retention and transfer. The residents were evaluated before and after the training sessions using objective structured clinical examination (OSCE), resident satisfaction and educational goal achievement questionnaires.RESULTS We have included a total number of 21 radiology residents with mean age of 27.9 ± 8.6 (range from 26-38) years, 14 (66.6%) men and 7 (33.4%) women. We observed that the OSCE score improved significantly after the twenty-minute session (2.57 ± 1.62 vs. 8.02 ± 2.43; p<0.001 ). Mean resident satisfaction score measured by standardized questionnaires was 7.63 ± 2.86 on scale of 10. Regarding the achievement of educational goals, we observed that the score increased significantly after the mini-sessions (4.33 ± 1.22 vs. 8.27 ± 2.46; p=0.021 ).CONCLUSIONS Considering the interpretation of cross sectional images as a psychomotor skill, may be proven to be an effective teaching method. Using a standardized approach and defining predetermined transition points in moving between orthogonal planes can enhance learning radiology as it is today.

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Effectiveness of a Five‐Step Method for Teaching Clinical Skills to Students in a Dental College in India

Cited by 12 publications

References 12 publications

The Effects of the 5-step Method for Infant Cardiopulmonary Resuscitation Training on Nursing Students' Knowledge, Attitude, and Performance Ability

The Effects of the 5-step Method for Infant Cardiopulmonary Resuscitation Training on Nursing Students' Knowledge, Attitude, and Performance Ability

Efficacy of a certified modular ultrasound curriculum

Teaching Temporal Bone Anatomy CT Scan as a Psychomotor Skill; A Quasi-Experimental Study

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