Adding more to the pie: the expanding activities of the clinical skills centre

Abstract

Changes in patient expectations and in student requirements, together with other factors, have demanded modifications to the undergraduate medical curriculum1,2. One of these, prompted by recognition that clerkships alone cannot be relied on to provide comprehensive training in clinical skills3, is the introduction of clinical skill centres (CSCs). CSCs have been rapidly adopted4,5 and are now an established part of training for healthcare professionals from Glasgow to Gezira. The original aim was simply to provide a safe environment for learning clinical and communication skills and for practising clinical procedures6, but CSCs can be more than just skills training laboratories for junior students7. They can be of value to newly qualified doctors8; additional time in the CSC has been suggested as a component of induction programmes for preregistration house officers9. However, the activities of CSCs are at present limited—focusing on elementary communication skills, physical examination of volunteer colleagues or techniques such as intravenous cannulation. Their content may not be seen as part of an integrated programme; shared sessions with students from other healthcare disciplines may not be available; and self-assessment and constructive feedback opportunities may not be provided. Finally, staff development sessions for clinical tutors may not be seen as part of the CSC's responsibility.