Medical Students’ Knowledge of Clinical Practical Procedures: Relationship with Clinical Competence

Katowa-Mukwato, Patricia; Banda, Sekelani S.

doi:10.4236/ce.2014.521212

Cited by 5 publications

(4 citation statements)

References 19 publications

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“…In the domains of professional attitudes and ethical behaviors, they were very competent and have learned and practiced. Furthermore, we found a negative correlation (r -0.05; -0.06 and -0.012) between Saudi MEDs competencies (such as managing lifethreatening medical conditions and communicating with patients) for students with low scores on the OSCE exam, and these findings were in contrast with the previously published study (Katowa-Mukwato and Banda, 2014;Abdulghani et al, 2022b;Abdulghani et al, 2018;Abdulghani et al, 2021c;Khan, 2018). Our results support the international findings that medical professionals should be capable of managing and implementing patient care plans professionally (Smith et al, 2017;Kassab et al, 2019;Alrashed et al, 2021).…”

Section: Discussioncontrasting

confidence: 99%

Assessment of Saudi MEDs framework competence in performing clinical and practical skills by final-year medical students

Abdulghani¹,

Alrashid²,

Alhussain³

et al. 2023

Int. j. adv. appl. sci.

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Clinical examinations and practical clinical skills are essential to guide diagnosis and treatment. Competency-based medical education (CBME) is high on today’s medical education agenda, and competence has become the unit of medical education planning in many countries. With the rise of medical education in Saudi Arabia, The Saudi MEDs initiative began as a means of achieving national consensus and developing necessary learning outcomes for medical schools. The aim of this study is to evaluate the final-year medical students’ core clinical competencies and identify the gaps between clinical skills in the Saudi MEDs framework and students’ actual achievement. Online data collection from all fifth-year medical students, to assess their clinical and procedural skills by using Objective Structured Clinical Examination (OSCE) scores and using a self-administered questionnaire that has been developed based on the Saudi MEDs framework. Eight clinical competencies were chosen out of the 17 after consulting the experts in this field. OSCE scores were checked for correlation with their self-assessment scores. The total OSCE scores of 323 students were evaluated which showed 93% of students have passed all eight competencies. Also, 304 students responded to the self-administered questionnaire in the current Saudi MEDs competencies 323 (response rate=94.11). The students were confident in the majority of the eight clinical competencies of the Saudi MEDs framework. Saudi MEDs framework has ensured that Saudi medical or health care education adapted to changing demands, critical competencies are not overlooked, teaching and learning, and evaluation are appropriate at medical schools by implementing the competency framework.

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Section: Discussioncontrasting

confidence: 99%

Assessment of Saudi MEDs framework competence in performing clinical and practical skills by final-year medical students

Abdulghani¹,

Alrashid²,

Alhussain³

et al. 2023

Int. j. adv. appl. sci.

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“…Finally, all responses were based on self-assessment which may introduce bias. However, the literature suggests that self-perceptions of procedural skill competence is correlated with knowledge levels of clinical procedural skills and that self-perceived confidence translates to competence [ 29 , 30 ].…”

Section: Discussionmentioning

confidence: 99%

Medical Student Comfort With Procedural Skills Performance Based on Elective Experience and Career Interest

Huo¹,

MacNevin²,

Smyth³

et al. 2020

Cureus

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IntroductionDespite increased efforts, studies suggest that exposure to procedural skills in undergraduate medical training is insufficient. As medical students have low self-reported competence in many skills, a significant concern is that medical students are underprepared for a clerkship. Furthermore, pre-clerkship electives selected based on student career interests can provide students with additional skills learning opportunities. The impact of career interest and elective choice on student comfort with procedural skills is unclear. This study examines the relationship between student procedural skills comfort, career interest, and elective choices. Materials and methodsAn evidence-based questionnaire was synthesized following a literature search using PubMed, Embase, and Google Scholar. Surveys were completed by second-year medical students. A Likert scale was used to evaluate students' exposure, comfort, and motivation to learn common procedural skills. Descriptive, Pearson's chi-square and Spearman's rho correlation coefficient analyses were performed to evaluate the relationship between career interests, elective exposure, and procedural skills. ResultsMedical students (>60%) reported poor comfort levels for most skills, despite >80% of students displaying high motivation to learn. Elective choice impacted student comfort levels as students who completed electives in anesthesiology were more comfortable with performing intubation (23% vs 10%, p = 0.026) and IV insertion (38% vs 13%, p = 0.002). Those with surgical career interests were less comfortable performing Foley catheter insertion in males (7% vs 5%, p = 0.033) and in females (7% vs 5%, p = 0.008). ConclusionsThis study supports that medical students feel low levels of comfort with performing procedural skills despite high motivation for learning. Comfort was influenced by both career interest and elective experience. Programs aiming to increase students' comfort levels in performing procedural skills should adapt curricula toward increasing early exposure to these skills.

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“…Unfortunately, subsequent studies suggest that the goal of achieving undergraduate proficiency for these procedures remains unmet 12–14. Even more worrying, students’ performance level seems to be below stakeholders’ expectations,10 15–17 and students themselves report a discrepancy between desired and actual competence with performing selected procedures 12…”

Section: Introductionmentioning

confidence: 99%

Extracurricular work experience and its association with training and confidence in emergency medicine procedures among medical students: a cross-sectional study from a Norwegian medical school

Scott

Fredriksen

2022

BMJ Open

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ObjectiveProficiency in basic emergency procedures is important for junior doctors, but the amount of practical exposure may vary. We studied the association between students’ extracurricular healthcare-related (ECHR) work experience and self-reported practical training and confidence in selected emergency medicine procedures.Study designCross-sectional study.Materials and methodsMedical students and first-year graduates answered a Likert-based questionnaire probing self-reported amount of exposure to (‘training amount’) and confidence with selected emergency medicine procedures. Participants also reported ECHR work experience, year of study, previous healthcare-related education, military medic training and participation in the local student association for emergency medicine (Tromsø Acute Medicine Students’ Association (TAMS)). Differences within variables were analysed with independent samples t-tests, and correlation between training amount and confidence was calculated. Analysis of covariance and mixed models were applied to study associations between training amount and confidence, and work experience (primary outcomes) and the other reported factors (secondary outcomes), respectively.Results539 participants responded (70%). Among these, 81% had ECHR work experience. There was a strong correlation (r=0.878) between training amount and confidence. Work experience accounted for 5.9% and 3.5% of the total variance in training amount and confidence (primary outcomes), and respondents with work experience scored significantly higher than respondents without work experience. Year of study, previous education, military medic training and TAMS participation accounted for 49.3%, 8.7%, 6.8% and 23.6%, and 58.5%, 5.1%, 4.7% and 12.3% of the total variance in training amount and confidence, respectively (secondary outcomes). Cohen’s D was 0.48 for training amount and 0.32 for confidence level, suggesting medium and weak medium-sized associations with work experience, respectively.ConclusionECHR work experience is common among medical students and was associated with more training amount and higher confidence in the procedures. Year of study, previous relevant education and TAMS participation, but not military medic training, were also significantly associated with training amount and confidence.

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Medical Students’ Knowledge of Clinical Practical Procedures: Relationship with Clinical Competence

Cited by 5 publications

References 19 publications

Assessment of Saudi MEDs framework competence in performing clinical and practical skills by final-year medical students

Assessment of Saudi MEDs framework competence in performing clinical and practical skills by final-year medical students

Medical Student Comfort With Procedural Skills Performance Based on Elective Experience and Career Interest

Extracurricular work experience and its association with training and confidence in emergency medicine procedures among medical students: a cross-sectional study from a Norwegian medical school

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