CHALLENGES AND FACTORS INFLUENCING THE IMPLEMENTATION OF CLINICAL SKILL TRAINING AS A TRANSITION TO CLERKSHIP COURSE

https://doi.org/10.22146/jpki.76580

Windy Nurul Aisyah(1*), Rachmadya Nur Hidayah(2), Yoyo Suhoyo(3)

(1) Universitas Muslim Indonesia
(2) Departemen Ilmu Pendidikan Kedokteran dan Kesehatan FKKMK UGM, Yogyakarta – INDONESIA
(3) Departemen Ilmu Pendidikan Kedokteran dan Kesehatan FKKMK UGM, Yogyakarta – INDONESIA
(*) Corresponding Author

Abstract


Background: Transitioning from a preclinical environment to clinical practice requires different skills than academic abilities.  Medical students and tutors must make various adaptations that can be challenging during the clinical transition. Efforts to improve student preparation to face the transition from preclinical to clinical can be done with transition-to-clerkship courses (TTCC). The purpose of this study is to find out the benefits and challenges of implementing the Clinical Skill Training (CST) program as a transition-to-clerkship course (TTCC)

Methods: Qualitative research with a case studies approach was performed using purposive sampling. Focus Group Discussion (FGD) and the in-depth interview continued until data saturation was reached, after that thematic analysis approach was used to do the analysis.

Results: Students stated that CST is a learning program aimed at refreshing or recalling previously obtained material.  Apart from being a material refresher program, CST facilitates peer learning about exchanging information and giving each other feedback. The tutors thought that CST can bridge the knowledge gap possessed by previous students regarding a disease diagnosis. The link between theory and practice of action will be strengthened during CST. The challenges include supervisor absence, lack of facilities, short intervention time, incomplete evaluation tools, and lack of clinical case variety.

Conclusion: The implementation of CST can improve clinical reasoning, provide focused skills learning, and as a good transition program. This study should be used as feedback for the CST program, and further study is suggested to generalize the findings nationwide.


Keywords


transition course, clinical skill training, medical students, tutors

Full Text:

PDF


References

  1. Blohm M, Krautter M, Lauter J, Huber J, Weyrich P, Herzog W, et al. Voluntary undergraduate technical skills training course to prepare students for clerkship assignment: tutees' and tutors' perspectives. BMC Med Educ. 2014 Apr 4;14:71.
  2. Poncelet A, O'Brien B. Preparing medical students for clerkships: a descriptive analysis of transition courses. Acad Med. 2008 May;83(5):444-51.
  3. Ryan, M. S., Feldman, M., Bodamer, C., Browning, J., Brock, E., & Grossman, C. Closing the Gap Between Preclinical and Clinical Training. Acad Med. 2020; 95(2): 221–225.
  4. Alsoufi A, Alsuyihili A, Msherghi A, Elhadi A, Atiyah H, Ashini A, et al. Impact of the COVID-19 pandemic on medical education: Medical students' knowledge, attitudes, and practices regarding electronic learning. PLoS One. 2020 Nov 25;15(11):e0242905.
  5. Al-Balas, M., Al-Balas, H. I., Jaber, H. M., Obeidat, K., Al-Balas, H., Aborajooh, E. A., Al-Taher, R., & Al-Balas, B. Correction to: Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Med Educ. 2020; 20(1): 1–7.
  6. Kasai H, Shikino K, Saito G, Tsukamoto T, Takahashi Y, Kuriyama A, et al. Alternative approaches for clinical clerkship during the COVID-19 pandemic: online simulated clinical practice for inpatients and outpatients-A mixed method. BMC Med Educ. 2021 Mar 8;21(1):149.
  7. Van Hell EA, Kuks JB, Borleffs JC, Cohen-Schotanus J. Alternating skills training and clerkships to ease the transition from preclinical to clinical training. Med Teach. 2011; 33(12): e689-96.
  8. Shahsavari H, Ghiyasvandian S, Houser ML, Zakerimoghadam M, Kermanshahi SSN, Torabi S. Effect of a clinical skills refresher course on the clinical performance, anxiety and self-efficacy of the final year undergraduate nursing students. Nurse Educ Pract. 2017 Nov;27:151-156.
  9. Mozhfan L. Marjan. Collaborative learning : What is it?. Procedia – Social and Behavioural Sciences. 2012; 31: 491-495.
  10. Widyandana D, Majoor G, Scherpbier A. Preclinical students' experiences in early clerkships after skills training partly offered in primary health care centers: a qualitative study from Indonesia. BMC Med Educ. 2012; 12-35.
  11. M, Jackson MB, Scherpbier AJ, Wolfhagen IH, Ramsey PG, Goldstein EA. Ready or not? Expectations of faculty and medical students for clinical skills preparation for clerkships. Med Educ Online. 2010 Aug 6;15.
  12. Tjahjadinata, Christine & Puspadewi, Natalia & Rukmini, Elisabeth. Preclinical students’ perception towards factors of achieving medical competence. Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education. 2020; 9: 193.
  13. Hailikari T, Katajavuori N, Lindblom-Ylanne S. The relevance of prior knowledge in learning and instructional design. Am J Pharm Educ. 2008; 72(5):113.
  14. Ramani, S., & Krackov, S. K. Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher. 2012; 34(10): 787-791.
  15. Vygotsky L. S. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. 1978.
  16. Ajab S, Ádam B, Al Hammadi M, Al Bastaki N, Al Junaibi M, Al Zubaidi A, et al. Occupational Health of Frontline Healthcare Workers in the United Arab Emirates during the COVID-19 Pandemic: A Snapshot of Summer 2020. Int J Environ Res Public Health. 2021 Oct 29;18(21):11410.
  17. Swanwick Tim, K. F. Understanding Medical Education : Evidence, Theory and Practice. United Kingdom: The Association for the Study of Medical Education (ASME). 2019.
  18. Bongomin F, Olum R, Nakiyingi L, Lalitha R, Ssinabulya I, Sekaggya-Wiltshire C, et al. Internal Medicine Clerkship Amidst COVID-19 Pandemic: A Cross-Sectional Study of the Clinical Learning Experience of Undergraduate Medical Students at Makerere University, Uganda. Adv Med Educ Pract. 2021 Mar 12;12:253-262.



DOI: https://doi.org/10.22146/jpki.76580

Article Metrics

Abstract views : 962 | views : 1204

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Windy Nurul Aisyah, Rachmadya Nur Hidayah, Yoyo Suhoyo

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats