Learning Of Technical Skills Research Articles

Program Development of Student Internship (Subinternship) in Gachon Medical School

PURPOSE: This study aims to explore an one-year experience of intensive core clinical clerkship (student internship, subinternship) in Gachon Medical School for junior clinical students, and the immediate outcome of the program was discussed along the with advantages and student load. METHODS: 36 junior medical students(M5) were exposed to 36 weeks of core clinical clerkship including internal medicine(12wks), pediatrics(6wks), obstetrics-gynecology(6wks), general surgery(4wks), psychiatry(4wks), and emergency medicine(4wks). The clinical service team was made of faculty member(1), senior resident(1), intern(1) and M5 students(1-2), and the students who were involved a wide range of baseline responsibilities corresponding to those of regular rotating interns. They were encouraged to participate the various procedures and decision making process, but their participation was restricted by keeping 3 levels of performance policy according to degree of supervision. Questionnaire analysis was carried out immediate after the student internship. RESULTS: Students were proud of themselves being as the subinterns and showed a strong motivation, while they had a difficulty to tolerate a strong psychologic pressure by taking their roles of subinternship. Major responsibilities of clerkship were focused on the clinical information collection (history taking and physical examination), students-directed group conference, faculty-led small group discussion, technical skill learning and ward round in order. Students appreciated well to this internship in terms of acquisition of clinical skills and identification of their role, but shortage of space, frequent on-call, lack of self-directed learning opportunity, unclarified requests from the hospital authority were pointed out. CONCLUSION: It is assumed that student internship is a strong tool to promote the quality of clinical learning process, but requires details of teaching instructions(manuals) aside from solving a series of legal on malpractice, for which critical defining of clinical participation is essential to upgrade the Korean version of clerkship.

The Agreement of Checklist Recordings Between Faculties and Standardized Patients in an Objective Structured Clinical Examination (OSCE)

PURPOSE: This study aims to explore an one-year experience of intensive core clinical clerkship (student internship, subinternship) in Gachon Medical School for junior clinical students, and the immediate outcome of the program was discussed along the with advantages and student load. METHODS: 36 junior medical students(M5) were exposed to 36 weeks of core clinical clerkship including internal medicine(12wks), pediatrics(6wks), obstetrics-gynecology(6wks), general surgery(4wks), psychiatry(4wks), and emergency medicine(4wks). The clinical service team was made of faculty member(1), senior resident(1), intern(1) and M5 students(1-2), and the students who were involved a wide range of baseline responsibilities corresponding to those of regular rotating interns. They were encouraged to participate the various procedures and decision making process, but their participation was restricted by keeping 3 levels of performance policy according to degree of supervision. Questionnaire analysis was carried out immediate after the student internship. RESULTS: Students were proud of themselves being as the subinterns and showed a strong motivation, while they had a difficulty to tolerate a strong psychologic pressure by taking their roles of subinternship. Major responsibilities of clerkship were focused on the clinical information collection (history taking and physical examination), students-directed group conference, faculty-led small group discussion, technical skill learning and ward round in order. Students appreciated well to this internship in terms of acquisition of clinical skills and identification of their role, but shortage of space, frequent on-call, lack of self-directed learning opportunity, unclarified requests from the hospital authority were pointed out. CONCLUSION: It is assumed that student internship is a strong tool to promote the quality of clinical learning process, but requires details of teaching instructions(manuals) aside from solving a series of legal on malpractice, for which critical defining of clinical participation is essential to upgrade the Korean version of clerkship.

Wilderness Writing: Using Personal Narrative to Enhance Outdoor Experience

While writing is used to enhance learning in many outdoor programs, it is rarely used as a method for focused self-exploration. A partnership between a recreation professor and a writing teacher provides the training to have both a solid outdoor program and a solid experience in personal narrative in journals and essays. Students participating in such a combined program benefit by a) learning technical outdoor skills and a process of self-discovery, and b) experiencing the complete writing process, and building a cohesive discourse community. Educators desiring to design an outdoor writing program can make goals, design a program, create a curriculum, and establish a process of program review.

Do we connect?: A staff development programme

Staff development as opposed to staff training demands a different kind of learning approach. Library staff who are accustomed to the passive learning of technical skills, often equating training with instruction, can be less confident in an active learning environment. The paper describes the design and delivery of a staff development programme which focussed on issues of customer care, interpersonal skills and rules and procedures. Group interactions and outcomes of the programme are analysed and modifications considered. It is concluded that the benefits of a staff development programme both to the service and to individuals within it can be considerable but that success depends on the willingness of individuals to take responsibility for their own development and on the commitment of management.

Changes in role perceptions by first‐year dental students

Dental education combines the learning of technical skills with the professional role of health care provider. The investigation compared first-year dental students perception of themselves, dental practitioners, dental school upper-class students, and patients. The study indicated that first-year students are more likely to identify with upper-class students than with dental practitioners. They also tended to see themselves as clearly different from dental patients. It is suggested that dental educators should recognize this fact in order to avoid the depersonalization of dental care delivery.