Abstract
Clinical skills centers have become an integral part of the curricular requirements in most modern medical schools and postgraduate centers; worldwide. There has also been a growing interest in the development of clinical skills laboratories in the developing countries in the past decade. Lahore Medical and Dental College, Lahore, Pakistan took the initiative of developing a low cost clinical skills lab in July 2010.The development of skills lab required a multi-step approach. A six steps approach of Syme-Drant (2005) was modified and used to develop clinical skills lab teaching and learning protocols. The objective of this study is to describe the stages involved in the development of a low cost, clinical skills training center in a medical college in a developing country.
Highlights
Procedural competence requires a range of training initiatives, from bedside teaching to that of simulation in a skills-lab (Connick et al, 2009).Clinical skills laboratories have become an integral part of the curricular requirements in most modern medical schools and postgraduate centers worldwide and developing countries are no exception (Stark & Fortune 2003).Lahore Medical and Dental College (LMDC), Lahore, Pakistan developed Clinical skills laboratory in 2010.The main purpose behind development was improvement in students’ clinical skills as clinical teaching at LMDC was hospital-based, and on patient bed-side only
Keeping in view the evolutionary steps that were taken at LMDC, the objective of this article is to discuss the stages involved in the development of a low cost, clinical skills lab in a developing country
The aim is to describe a step wise approach which can be followed by other medical colleges, who have limited resources and wish to develop a similar laboratory in their institutes
Summary
Procedural competence requires a range of training initiatives, from bedside teaching to that of simulation in a skills-lab (Connick et al, 2009).Clinical skills laboratories have become an integral part of the curricular requirements in most modern medical schools and postgraduate centers worldwide and developing countries are no exception (Stark & Fortune 2003).Lahore Medical and Dental College (LMDC), Lahore, Pakistan developed Clinical skills laboratory in 2010.The main purpose behind development was improvement in students’ clinical skills as clinical teaching at LMDC was hospital-based, and on patient bed-side only. Voluntary participation in clinical skills teaching was requested and a clinical skill curriculum working group was formed. All the basic sciences and clinical faculty professors and their nominated teachers were requested to update their respective teaching faculty about this new venture and to identify teachers who would like to volunteer and accept the challenge of teaching clinical skills to the undergraduate students. They were asked to prepare a list of clinical skills which in their opinion, a fresh medical graduate should be knowing. It was decided that after the completion of one year of skills teaching, the teaching curriculum will be analysed for its strengths and weaknesses
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