Teaching Procedural Clinical Skills to Health Care Professionals in Ghana; The Need to Embrace the New Paradigm Shift

Abstract

Health professionals training in procedural skills at the undergraduate and postgraduate levels remain a challenge. It has traditionally been based on the principles of “see one, do one and teach one”. This article highlights the usefulness of the Walker and Peyton’s four step framework for teaching procedural skills and the Pendleton’s rule for giving feedback. There is the need to embrace the new paradigm shift with defined goals that allow for feedback by both trainee and trainer. Trainers should review and adopt the best approach for teaching clinical skills, and the requirements for achieving skill mastery to ensure clients safety and ensure the training of competent clinicians for the future.