Learning Of Clinical Skills Research Articles

Ethical Challenges of Intelligent Diagnostic Systems to the Doctor-Patient Relationship and Their Normative Development Path in Healthcare Regulations

Abstract The innovation of the digital medical field, derived from the algorithms of the intelligent era, is bound to have ethical and risky problems while greatly improving diagnosis and treatment efficiency. The purpose of this paper is to outline the overall function of the intelligent diagnosis and treatment system and propose a standardized governance route to address doctor-patient conflicts and ethical risks that arise from it in the medical industry. This involves establishing a diagnosis and treatment decision-making system that targets common and multiple diseases, both in urban and rural areas. Incorporating CBR technology and improving the KNN method, the improved nearest neighbor method for spatial fuzzy number calculation is formed, together with the fuzzy hybrid case retrieval algorithm (FHRA-M) based on the characteristics of hospital diagnosis and treatment decision-making cases, to jointly innovate the case-based hospital diagnosis and treatment intelligent decision-support system. We look at how well the FHRA-M model retrieves information based on hospital diagnosis and treatment decision-making case features. The intelligent diagnosis and treatment system is utilized to assist medical students in learning clinical skills and doctors in determining what is wrong with patients. The self-assessment results of the trainees’ clinical skills showed that the study group had a higher completion rate of clinical skills, and the self-assessment results of first-aid skills, clinical thinking in emergency medicine, and proactive provision of first-aid services for chest pain patients were significantly better than those of the control group. Intelligent assisted diagnostic film reading has better diagnostic consistency than the conventional film reading method, and the average diagnostic time is 0.81±0.55min, which is significantly lower than the conventional film reading diagnostic time and obviously reduces the workload of diagnostic imaging physicians. The intelligent diagnosis and treatment system, as part of the standardized governance of medical regulations, must continue to enhance its diagnostic and treatment decision-making capabilities and establish algorithmic governance trust in the field of intelligent diagnosis and treatment.

Rapid Design of a Student-Centred App for Musculoskeletal Clinical Skills: An Example of a Theoretically Informed Approach to Developing Apps for Learning.

The process to design mobile apps for learning are infrequently reported and focus more on evaluation than process. This lack of clear process for health professional education mobile apps may explain the lack of quality mobile apps to support medical student learning. The goal of this project was to develop a student informed ready for production wireframe model of a minimally viable mobile app to support learning of musculoskeletal (MSK) clinical skills. The Information Systems Research (ISR) framework and Design Thinking were combined for the mobile app design. The process followed the cycles and modes of the combined framework to; systematically review available apps, use a focus group to identify attributes of the app valued by students, define the initial plan for the mobile app, develop an app prototype, and test and refine it with students. The student focus group data had five themes: 1) interactive usability, 2) environment, 3) clear and concise layout, 4) anatomy and pathology, 5) cultural safety and 'red flags'. The prototyping of the app went through three cycles of student review and improvement to produce a final design ready for app development. We used a student-centred approach guided by design frameworks to design a minimally viable product mobile app to support learning of MSK clinical skills in ten weeks with a small team. The framework supported nonlinear, iterative, rapid prototyping. Student data converged and diverged with the MSK teaching methods literature. Of note our students requested cultural safety learning in the app design, suggesting mobile apps could support cultural safety learning.

Paramedic Students' Experiences Towards Online Learning During The Covid-19 Pandemic: A Qualitative Descriptive Study

Background: The COVID-19 pandemic has significantly impacted education, necessitating a massive shift towards digital learning. As a result, healthcare, medical and nursing education have had to swiftly transfer and adapt to online (OL) instruction despite the substantial challenges this has presented, given that healthcare education involves crucial hands-on skills, laboratory practice and clinical experience. Previous research investigated healthcare students' experiences with online learning for various healthcare professions during the COVID-19 pandemic; however, scarce evidence was found for the population of paramedic students. Therefore, this study aimed to explore the paramedic students' experiences with online learning during COVID-19, particularly by examining their facilitators and barriers to this new learning modality. Onjectives: This study has two intended outcomes. First, instructors and stakeholders will gain increased insights regarding students' OL experiences and identify the facilitators and barriers to their learning to initiate additional improvements. As a result, the instructional methods, learner competency and patients' safety might be enhanced. Second, the students will be able to examine their strengths and weaknesses using this new learning method and suggest future improvements. Methods: A qualitative descriptive design was adopted to explore paramedic students' experiences with online learning during the COVID-19 pandemic. Purposive sampling was utilized to recruit six students in the eastern region of Saudi Arabia. Data collection employed in-depth, semi-structured virtual interviews, which were audiotaped and transcribed verbatim. Braun and Clarke's reflexive thematic analysis was then used for data analysis. Results: Eight main themes and four sub-themes were explored from the data. The main themes were: unfamiliarity requiring quick adaptation; lack of infrastructure hindering e-learning; troublesome learning clinical skills virtually; problematic communications within the online realm; difficulty maintaining active learning; online learning allows more flexibility and time; using e-tools effectively; and adapting blended learning approach. The analysis explored valuable findings regarding these students' learning facilitators and barriers alongside their suggestions for future improvements. Conclusion: The study's findings provide crucial information for educators and stakeholders to improve online learning and ensure education quality that, in turn, could contribute to safer patient care. These findings may also help authorities understand students' online learning experiences and better prepare them for this mode of learning.

Los Estilos de aprendizaje y su importancia en el desarrollo de habilidades clínicas de los estudiantes de Odontología: Un estudio transversal

Introduction.Professional schools of dentistry must generate and guarantee the learning and development of clinical skills in students in order to achieve an adequate graduate profile. This challenge implies the need to know the learning styles of students in order to generate strategies and improve learning.Objective: This study aims to analyse the importance of learning styles in the development of clinical skills of dental students at a private university in Cusco.Methodology: A descriptive and cross-sectional study was carried out, the population consisted of 215 students in the seventh, eighth and ninth semesters of the clinical area of the School of Stomatology, with a sample of 139 students, using the survey technique and the questionnaire as an instrument for the variables under study, as well as data processing using SPSS software, v. 26.Results: it is known that 70.5% of the students' learning styles have a high level of management of their learning styles, with 41.7% in the reflective style, 67.6% in the theoretical style and 56.1% in the pragmatic style, which implies that according to their educational experience their style predominates; in addition to the importance of learning styles in the development of clinical skills.Conclusion: clinical skills are significantly associated with the learning style possessed by the students.

Clinical educators of the medical colleges of South Asia need to be trained for educating clinical reasoning skills to medical students

Clinical reasoning is the process of reasoning to decide for managing the patient using data and applying medical knowledge and experience. Clinical reasoning skills are essential skills for the novice learner of medical education to learn the process of clinical diagnosis, thereby providing safe and effectual health care. These skills learning help clinicians arrive at a diagnosis and prevent making diagnostic errors which are reported to occur in five to 15% of cases. Poor clinical reasoning leads to a diagnostic error which may jeopardize the patient’s safety. The clinical reasoning skills are not generally explicitly imparted to the learners especially during their undergraduate learning period even though these may be documented in the curriculum of medical undergraduate study. The key elements in the clinical reasoning process are the patients’ story, data acquisition, problem representation, hypothesis generation, search and selection of illness script, differential diagnosis, and a leading diagnosis. Clinical reasoning is a complex process, difficult to teach learners and assess their skills, consumes clinical medical educators’ time, and requires resources for teaching and learning. There must be educational strategies both at the undergraduate and postgraduate levels to promote diagnostic reasoning skills; for this, clinical medical educators must be acquainted/trained in how to convey the reasoning approaches to beginners. The clinical medical educator has to a play dual role; provide quality care to the patients, teach clinical reasoning skills to the learners, and assess their skills to make them independent decision-makers and problem solvers in clinical settings. Clinical reasoning skills are among the core competencies to be learned by medical learners to become competent clinicians. The clinical competence of the clinician cannot be superseded by the advancement of technology and evidence-based medicine. All these three need to be integrated to minimize the errors in diagnosis. Clinical educators must unequivocally nurture and enhance the capacity of learners to include and integrate both analytical and non-analytical clinical reasoning strategies into their approach to arrive at diagnosis. The clinical medical educator must identify the learners’ approach to clinical reasoning and enable them to follow the right approaches towards clinical reasoning. Clinical reasoning skills are better learned/imparted during clinical encounters and deliberate practice enriches learning of these skills. Enhancement of clinical reasoning skills learning can be achieved through deliberate practice. The clinical medical educator may organize and supervise the simulation-based deliberate practice sessions for the learners to boost their clinical reasoning skills. For the deliberate practice of clinical reasoning skills, The New England Journal of Medicine (NEJM) has developed an application NEJM Healer, a screen-based interactive patient encounter (Virtual Bedside Encounter) through which learners are involved in each element of clinical reasoning process. Virtual Reality (VR) is also gaining popularity in educating the medical students and has been demonstrated to be beneficial in enhancing students’ comprehension and memory as well as in the development of transferable skills like surgical methods. The medical schools in South Asian countries need to reiterate the development/enhancement of clinical reasoning skills of both medical undergraduate and postgraduate learners. To achieve this objective, medical colleges must regularly organize training for clinical medical educators to facilitate students’ learning in reasoning skills, and for assessing their skills, and provide feedback to the learners. The institutes should also invest in infrastructure to pursue the use of modern technologies like VR, skills labs, etc. to attain this objective.

Impact of an educational intervention on hand hygiene practice among nursing students, with a focus on hand drying efficacy.

Hand hygiene and its significance for reducing the spread of infection is well evidenced and has been brought into sharp focus following the COVID-19 pandemic. Although a crucial clinical skill in ensuring safe healthcare, little is known regarding nursing students' effectiveness of hand hygiene practice. The aim of this study was to evaluate the impact of an educational intervention on hand hygiene practice, designed by the research team for first year pre-registration nursing students. Particular emphasis was placed upon hand drying technique and time. 825 nursing students were observed and assessed for their hand hygiene practice in a clinical suite at a university setting. Nursing students were observed for compliance against set outcome measures involving hand hygiene preparation, hand and wrist washing technique, hand drying technique and time. Data were analysed quantitatively using SPSS. The educational intervention had a significant impact on the clinical skills learning of nursing students. 779 students passed the assessment at the first attempt (94.4%). Of the 46 students that failed to meet the necessary criteria, 45 satisfied the criteria at the second attempt; giving an overall optimal compliance of 99.9%. 99.6% of students complied with recommended hand drying standards. This study offers an important contribution to the development and delivery of nursing education programmes. The educational intervention improved compliance with recommended hand hygiene technique and practice. Lack of attention to hand drying may negate effective hand hygiene in healthcare.

Explaining Midwifery Students’ Experience of Their First Attendance in Clinical Skill Centers: A Content Analysis Study

Background: Learning clinical skills on “real patients” not only endangers patient safety but also raises many ethical concerns. Methods: This is a qualitative study designed and implemented using the content analysis method. The studied population included all midwifery students of Ahvaz Jundishapur University of Medical Sciences who had recently passed the course: “Introduction to the Principles and Techniques of Patient Care at Clinical Skill Centers (CSC)”. Data were analyzed by conventional content analysis method. Results: Overall, 156 codes were extracted from the research data, which were organized into 9 categories and 28 subcategories after removing or merging similar codes. The midwifery students’ experience of attending CSC was reflected in the form of three main themes (i.e., self-regulation, mentoring, and support management) and nine sub-themes (reinforcing intrinsic motivation in students, building self-confidence in students, mentor as a model, proper formulation and implementation of rules in CSC, training communication skills, the need to apply modern training methods, revising the structure, practice, and schedule of student groups). Conclusions: According to the findings of the present study, it could be concluded that primary education in CSC plays a very important role in reducing the stress of working with patients, professionalism, increasing self-confidence, and teaching clinical skills to students. Of course, achievement of this goal heavily relies on the crucial role of teachers of this course, who act as mentors responsible for planning, organizing, and modeling in addition to teaching.

Training healthcare professionals to be ready for practice in an era of social distancing: a realist evaluation

BackgroundProgramme changes due to the COVID-19 pandemic have impacted variably on preparation for practice of healthcare professional students. Explanations for such variability need exploration. The aim of our study was to understand what clinical learning, whilst under socially distanced restrictions, worked and why (or why not).MethodsWe conducted a realist evaluation of the undergraduate healthcare programmes at one UK university in 2020–21. Initial programme theories to be tested in this study were derived from discussions with programme leads about the changes they implemented due to the pandemic. Study participants were students and teaching faculty. Online interview transcripts were coded, identifying why interventions had worked or not. This resulted in a set of ‘context-mechanism-outcome’ (CMO) statements about each intervention. The initial programme theories were refined as a result.Results and discussion29 students and 22 faculty members participated. 18 CMO configurations were identified relating to clinical skills learning and 25 relating to clinical placements. Clinical skills learning was successful whether in person, remote or hybrid if it followed the steps of: demonstration—explanation—mental rehearsal—attempt with feedback. Where it didn’t work there was usually a lack of observation and corrective feedback. Placements were generally highly valued despite some deficiencies in student experience. Being useful on placements was felt to be good preparation for practice. If student numbers are to expand, findings about what works in distance learning of clinical skills and the value of various modes of induction to clinical workplace activity may also be relevant post-pandemic.

The Impact of the COVID-19 Pandemic on Medical Education: a Systematic Review of Distance Learning, Student’s Perceptions, and Mental Health

Introduction: the COVID-19 pandemic has impacted on mortality and several adverse health outcomes. It has also affected education as schools and universities had to adapt to remote learning due to social isolation strategies. Objective: to analyze the pandemic’s impact on medical education including undergraduate and graduate students and lecturers, as follow: i) teaching methods adopted by education institutes during shutdown, ii) students and lecturers’ perceptions and iii) impacts on students’ mental health. Methods: this systematic review includes the following study designs: cross-sectional, surveys, case-control, cohort, and clinical trials. The literature search was performed in four databases: PubMed, Scopus, Embase, and SciELO . The risk of bias and the quality of the evidence were evaluated. Results: a total of 1,576 articles were identified through searching databases, and 40 articles were included. We found the use of several teaching methods such as virtual platforms and social media, pre-recorded videos, discussion forums and others. Student’s challenges related to interference during online study such as family distractions, lack of a study room, challenges with internet connectivity, difficulties in communication between students and lecturers, gaps encountered during clinical skills learning. Lecturers’ challenges were difficulty in grasping students’ progress and learning outcomes and the lack of experience in online teaching. Only five studies explored mental health issues of medical students and found the occurrence of depression, anxiety, and stress. However, their prevalence was not comparable due to the use of different diagnostic instruments. Conclusion: there has been a wide range of teaching methods implemented for distance learning of medical students globally. The perceptions of medical students about these methods and their impact were also varied. Infrastructure, family, and curriculum problems represented the greatest difficulties in adherence and satisfaction with distance learning. However, the flexibility of digital learning was one of the factors that helped reduce these problems. Regarding mental health, the occurrence of anxiety, depression, and stress was reported.

Third Year MBBS - Gateway to Clinical Skills Learning.

clinical skills; communication; empathy.

Performance of ChatGPT on Registered Nurse License Exam in Taiwan: A Descriptive Study.

(1) Background: AI (artificial intelligence) chatbots have been widely applied. ChatGPT could enhance individual learning capabilities and clinical reasoning skills and facilitate students' understanding of complex concepts in healthcare education. There is currently less emphasis on its application in nursing education. The application of ChatGPT in nursing education needs to be verified. (2) Methods: A descriptive study was used to analyze the scores of ChatGPT on the registered nurse license exam (RNLE) in 2022~2023, and to explore the response and explanations of ChatGPT. The process of data measurement encompassed input sourcing, encoding methods, and statistical analysis. (3) Results: ChatGPT promptly responded within seconds. The average score of four exams was around 51.6 to 63.75 by ChatGPT, and it passed the RNLE in 2022 1st and 2023 2nd. However, ChatGPT may generate misleading or inaccurate explanations, or it could lead to hallucination; confusion or misunderstanding about complicated scenarios; and languages bias. (4) Conclusions: ChatGPT may have the potential to assist with nursing education because of its advantages. It is recommended to integrate ChatGPT into different nursing courses, to assess its limitations and effectiveness through a variety of tools and methods.

An effectiveness evaluation of a community-based course for medical students: a randomized controlled trial in the teaching of epidemiology

BackgroundEpidemiology is considered to be the fundamental science of public health and plays an important role in clinical competence and professional development. The objective of this study is to evaluate the effectiveness of a short-term course for the teaching of epidemiology, which was designed as a community-based class for medical students.MethodThis course was designed according to Kern’s six-step approach to curriculum development. A total of 75 undergraduates were recruited. Forty-one students were assigned to an experimental group engaged in theoretical teaching and practical courses, while 34 students were assigned to the control group only taking theoretical courses. All participants were asked to complete a pre- and post-course survey and to take a test after completing the course. The scores between the experimental and control groups were compared using the Wilcoxon test.ResultThe experimental group showed significantly higher self-assessment scores in course understanding (p = 0.0126) and clinical practice skills (p = 0.0005) after completing the course, while no significant difference was observed in the control group. In addition, students in the experimental group reported significantly higher interest (p = 0.0015), stronger learning motivation (p = 0.0113) and a better mastery of epidemiology (p = 0.0167) after completing the course than those in the control group. However, test scores (p = 0.0859) and pass rates (p = 0.1755) demonstrated no statistical significance between the two groups.ConclusionThe short-term practical course in epidemiology exerted significantly positive effects on the improvement of student learning enthusiasm, course understanding and clinical practice skills. These findings provide new ideas and statistical evidence for the development of epidemiological instruction. Future studies should explore how to more widely and optimally apply community-based courses to the teaching of epidemiology.

Transformative Learning, Priming, and Simulation Timing: A Randomized Controlled Pilot Study Among Emergency Medicine Residents.

Background Traditionally, learning is thought to occur best when prerequisite cognitive background information is delivered before simulation training. More recent studies have attempted to analyze the transformative nature of simulation by placing simulation before didactics. However, these studies were flawed as they provided background on the subject before the simulation itself. Our study aims to isolate the transformative effect of simulation and answer the question of whether lecture or simulation should come first. Methodology We designed a novel simulation session and accompanying lecture for 18 Emergency Medicine residents in all three years of training regarding a subject they were entirely unfamiliar with, the emergent management of a left ventricular assist device (LVAD). The residents were randomized into two groups. One group had the lecture (8/18) before their simulation, while the other group (10/18) had the simulation first and the lecture afterward, testing the motivational nature. Thereafter, both groups responded to a post-session survey with Likert-style and open-ended comment questions to assess the reaction to the session and a knowledge-based multiple-choice question test. Results Both groups did not score significantly differently on either the immediate post-test or a retention post-test that we administered four weeks later. Three of eight participants reported in open comments that they were much more comfortable with a lecture-first than a simulation-first format. Conclusions Despite controlling for some of the limitations of previous studies, our results including learners' preferences do not support a transformation in the sequence of clinical skills learning. Until other larger studies prove the opposite, we recommend continuing with the lecture followed by the simulation sequence as per existing conceptual simulation learning frameworks.

Nursing students' experiences of different learning spaces: A comparative mixed methods study

Clinical skills are traditionally taught face-to-face in nursing education. The COVID-19 pandemic triggered a surge in online learning, prompting the creation of an innovative method of teaching clinical skills online. This study aimed to explore students’ experiences of learning clinical skills in on-campus and off-campus learning spaces and determine which learning space students preferred. Undergraduate nursing students (n=135) undertook a mixed-method survey. Quantitative data analysis revealed that on-campus students reported higher satisfaction with the realism of the clinical skill learning activity (p=0.015). Off-campus students practiced the clinical skill more frequently (p=0.024). Thematic analysis of qualitative data identified themes of feedback, logistics, opportunities to practice, realism, and feeling comfort. Responses provided insight into students’ preferred experiential learning styles, preferences for learning spaces, and how they engaged in deliberate practice. Preferred experiential learning styles may influence how students undertake deliberate practice and their preference for face-to-face or online learning. This study indicates that off-campus learning can complement on-campus training to cater to diverse learning styles and foster deliberate practice.

Incorporating cognitive load theory into curriculum design for the teaching of novel clinical skills in Australian osteopathy students

Introduction: Cognitive load theory provides a theoretical framework through which the teaching of skills to health students can be optimised. The aim of this study was to evaluate the intrinsic and extraneous cognitive load of first-year osteopathy students as they learn a psychomotor-based clinical skill (neurological examination of the upper limb). Methods: First-year osteopathy students (n = 78) at an Australian university completed an 8-item cognitive load survey at the end of the session where they were taught, and conducted, their first hands-on assessment task (neurological examination of the upper limb). The task was completed in a learning environment designed with low-medium complexity, medium fidelity and high levels of instructional support for learners. Results: Intrinsic and extraneous load data indicate varied levels of cognitive demand of the task across the cohort. On average, intrinsic load made up three quarters of the total cognitive load associated with this task. Conclusion: Understanding and utilising cognitive load theory in the design of lesson plans may provide improved opportunity to optimise student learning of novel clinical skills. Extraneous load was much lower than intrinsic load, suggesting the learning environment was fit for purpose for these learners.

A Qualitative Study on the Experiences of Preclinical Students in Learning Clinical and Communication Skills at a Simulation Centre

IntroductionSimulation centres (SC) and its learning resources are now firmly established as part of medical education. In SC, medical students obtain both knowledge and skills based on a combination of theory and practice using provided resources. This study aims to explore medical students’ use of SC learning resources to learn clinical and communication skills based on Kolb’s experiential learning cycle. This is based on the research question ‘How are the SC resources useful in supporting preclinical medical students’ clinical and communication skills learning?’ The findings of the study can make a case for further enhancement of SC design and resources for medical students in the preclinical phase.MethodsA qualitative study involving 20 preclinical medical students with learning experiences in SC was conducted between December 2019 and 2020 at a medical school in Malaysia. Semi-structured interview questions were developed based on Kolb’s learning cycle. The data were thematically analysed using the six phases of Braun and Clarke’s thematic analysis.ResultsThree main themes were identified based on preclinical medical students’ experiences in SC; they were ‘preparation for authentic clinical experience’, ‘accessibility of multiple resources for learning and support’ and ‘opportunities to learn and improve’.ConclusionsThe SC’s resources have a significant and positive role in supporting preclinical medical students learn clinical and communication skills. The SC resources prepared them for authentic clinical experiences with a patient-centred care approach and self-directed learning opportunities. Social support from peers, peer tutors and academics emerged as a key finding and resource of the SC as they help preclinical students learn and improve.

Lessons from the pandemic: new approaches to learning clinical skills.

Lessons from the pandemic: new approaches to learning clinical skills.

Perception of distance learning among undergraduate medical students during COVID-19 pandemic

In response to the newly emerging coronavirus disease or COVID-19 pandemic and its profound consequences on the world, many changes have been made to medical education. It includes teaching and learning methods that ensure the educational process’s success. The Andalas University Faculty of Medicine, Indonesia had to implement new online teaching strategies. This study examined how medical students perceived online education during the COVID-19 outbreak. The study is cross-sectional, employed online questionnaires. The response was that most students prefer face-to-face learning in practicum and clinical skills, which require hands-on methods to improve student skills. Half the students were satisfied, and several were neutral about distance learning. The student who agrees that the lecturer is active and has the expertise and knowledge for the class is more satisfied with distance learning (p0.001). The student who agrees about the platform quality, understandable learning guide, and facility from faculty has a higher level of satisfaction with distance learning (p0.001). This study concluded that a medical student at the Andalas University Faculty of Medicine was mainly satisfied with the institution’s response to the pandemic. However, medical faculty must evaluate and improve the quality of education in online learning.

Real Time, Remote, and Recorded: Medical Student Experiences with Smart Glasses in Obstetrical Simulation.

The coronavirus disease 2019 pandemic generated the need for a teaching tool for enhancing remote education and evaluation of medical trainees. Smart glasses are being explored as a hands-free teaching tool for teleconferencing with hands-on demonstrations in addition to livestreaming capability. We wanted to understand the efficacy of such virtual teaching techniques in teaching procedural and surgical skills. Medical students in their Obstetrics and Gynecology clerkship at our medical school were recruited to participate in a virtual demonstration of normal vaginal delivery. A birthing simulator and smart glasses were used to livestream the simulated delivery, and a previously published checklist was used to show the steps for conducting routine vaginal delivery. A follow-up electronic survey assessed the clarity of the video and audio feed, level of satisfaction, positive and constructive feedback, and an error-identification exercise with a smart glass-recorded video. A total of 62 students participated; 98% of them reported that the audio and video feeds were clear and 95% of the students reported being extremely satisfied or satisfied with the teaching tool. Students could identify on average three out of four errors. Students believed the streaming to be "interactive" and a "most effective remote learning" tool, but expressed that it did not "take the place of clinical skills learning." The combination of smart glass technology and simulation can be a useful new tool for clinical faculty who simultaneously deliver care to patients and teach. Continued research is needed to explore the use of smart glass technology into livestreaming or surgeries and examinations, with consideration for patient privacy concerns and remote assessment of students.

Role of Clinical Skill Centers in Undergraduate Dental Education: Stakeholders View

Background: The clinical skill center (CSC) offers an opportunity for students and working clinicians to learn and acquire clinical skills by using artificially simulated process, which will subsequently improve patient care and safety. To promote skill-based dental education, a CSC might be considered to incorporate in undergraduate dental education. Objectives: To explore the views of the stakeholders about the role of clinical skill centers in undergraduate dental education. This study also identified the effect of clinical skill training in promoting and maintaining clinical teaching. Method: A cross sectional study was carried out among 637 dental persons in 11 dental colleges and units of medical colleges of Bangladesh; of which 5 were government and 6 were non-government. Study period was from January 2022 to December 2022. Data was collected by structured self-administered questionnaire, about the views of the stake holders (Dental teachers, interns and students of 3rd and 4th phases of BDS course). Results: With regard to advantages of CSC, 545 (80.4%) respondents agreed that CSC facilitate skill training before performing on real patient. More so, 544 (90.3%) respondents agreed that CSC increases scope of repeated practice, 360 (64.7%) respondents felt that CSC training helped in overcoming the resistance by the patients who were not interested to intervene them by the trainees and 531(88.5%) agreed that skill training in CSC will reduce medical error. Regarding limitations of CSC, 419 (69.6%) respondents opined that establishing and maintaining CSC are very costly. Total 548 (90.9%) respondents agreed that CSC requires formally trained trainer, 550 (91.6%) respondents felt that CSC needs formally trained supporting staffs, and 533 (89%) agreed that CSC requires well defined infrastructure. Conclusion: The study strongly suggests stakeholder’s positive perspective towards learning clinical skills in CSC. Medical educators, policy makers and curriculum designers can use the results of this study to incorporate clinical skill center based learning in undergraduate curriculum and establish CSC to train and enhance students’ clinical skills and maintain patients’ safety. Bangladesh Journal of Medical Education Vol.14(2) July 2023: 60-71