Evaluation of a combined approach of clinical skills training utilizing near-peers, in-campus faculty and clinicians: An innovative integrated model

Abstract

The clinical skills course that was conducted in a multimodal fashion utilizing diverse tutors showed a positive attitude of students toward the organization and delivery of the course.

Medical Students and Faculty Perceptions About Online Learning During COVID-19 Pandemic: Alfaisal University Experience

“…However, educational institutions may benefit from this opportunity to learn to devise inclusive virtual curricula and accelerate the reforms made in online learning. Recorded live lectures and PPP with voiceover (30)* The flexibility of time management (14) Live sessions (13) Attending from home (15) I could watch the recorded lecturers whenever I got the chance The recorded lectures allowed us to pause, rewind, forward, etc No mandatory attendance -The fact that I can learn at my convenience There was no need to attend the lecture at an exact time, which gave me freedom and the ability to organize my week The option of attending live sessions and having recorded lectures to return to I liked online classes because I had plenty of time to manage my studies There was the benefit of saving time as there was no commuting time to the university Which aspect(s) of virtual courses can be improved?…”

“…The College of Medicine, Alfaisal University Riyadh, Saudi Arabia, offers a spiral MBBS curriculum with a gradual shift from basic to clinical disciplines, published previously ( 15 ). The curriculum is completed in ten semesters spanning over 5 years.…”

Learning clinical skills through audiovisual aids embedded in electronic-PBL sessions in undergraduate medical curriculum: perception and performance

“…Institutional context. The curriculum of the Bachelor of Medicine, Bachelor of Surgery (MBBS) course and its organization have been published previously (22). Briefly, the course is completed in 10 semesters spanning over 5 yr, designed in spiral fashion, and emphasizing a gradual "basic to clinical" shift in themes and training.…”

Making the clinical connection from textbook to bedside during MDY1: an integrative approach for medical physiology education employing human simulation

“…Although human patient simulation (HPS) began more than a decade ago, substantial evidence argues for increased use of simulation in teaching basic science courses, such as physiology and the full integration of simulation into medical school curricula so as to benefit both educators and learners (7,12,15,19,21). The introduction and application of simulation in medical education is considered to be one of the most important steps in curriculum development.…”

“…Findings have revealed several advantages of introducing clinical skills during the nonclinical phase as an integral component of the early basic science curricula. Most notably, simulation has a positive impact on ensuring that students make the connection between classroom instruction and real patient care in the hospital (13,21). As a result, simulation is a valuable, evidence-based teaching method employed in medical education to teach, evaluate, and remediate the fundamental clinical skills competencies of students.…”