Teaching Of Practical Skills Research Articles

Eningkatan Kompetensi Bidang Akuntansi Bagi Guru SMK yang Tergabung Dalam MGMP Akuntansi Kota Cimahi

The quality of teachers in vocational education has an important role in producing graduates who are competitive in the industry. In fact, there are still many Vocational High School (SMK) teachers who do not yet have expertise competency certificates. This is one of the reasons for the high unemployment rate in Indonesia, which is dominated by SMK graduates at 10.42 percent in August 2019. According to the head of the Accounting Subject Teacher Board (MGMP) in the Cimahi, 21 accounting teachers members of the MGMP do not have a competency certificate. Based on these problems, we held training activities to add insight for vocational teachers regarding competency certification for accounting teachers in vocational schools in accordance with the competency certification scheme, and improve practical teaching skills through practicum modules that are in accordance with industrial conditions. The implementation of the PKM program begins with compiling training materials, conducting online pre-tests, evaluating pre-test results, training 5 competency units online, conducting face-to-face competency test simulations, providing simulation scoring results, and providing feedback regarding scoring results. From the results of this activity, the teachers who were treated showed high enthusiasm and were able to receive the training material well with indicators of post test results that were better than the pre test.Keywords: Competency Certification; Vocational high School; Accounting Competence

Teaching Social Work Practice Skills: A Collaborative Autoethnography Identifying Key Practice Skills and Modes of Delivery in the Art of Social Work Practice

Abstract Social work students must advance their social work skills gaining practice competencies. And, whilst practice learning takes place in field education placements, social work students often also enrol in a dedicated unit/ course whereby the teaching of practice skills is facilitated in class. A practice skills class is another learning space to imbue practice wisdom. Adjunct teaching staff are often employed on short-term university contracts to teach social work students in the area of practice skills. Whilst these practitioners can bring a wealth of experience and expertise to the under-graduate classroom, it cannot be assumed that adjunct teaching staff have formal training in curricula development nor pedagogical delivery. The goal of this article is to identify the critical elements of teaching practice skills and to examine the ways in which teaching content is delivered. This article presents the ‘teaching the teacher’ experience of three social work educators at an Australian university. A collaborative autoethnography identified three themes from the inductive analysis: (i) teaching best practices, (ii) teaching role and (iii) teaching practice skills. Finally, implications for social work are discussed and recommendations shared.

Role Play Activities in Small Programs: What, Why, Where, and How?

Preservice teachers need many opportunities to practice teaching skills prior to using the skills in high-stakes settings like real, live classrooms. Role play is an accessible and flexible option for embedding skill practice into individual courses. They may focus on specific high-leverage practices (HLPs) and enable preservice teachers to engage in activities to use skills learned across courses. This article provides an analysis of why to use role play, suggestions on when to use role play, and steps and resources for creating and using your own role play activities. We conclude with lessons learned by our Small Special Education Program.

Online learning: an effective option for teaching ENT to medical students?

ENT is underrepresented in the curriculum, and this has been compounded by coronavirus disease 2019. Recent restructures have removed ENT placements from the curriculum. This lack of exposure needs to be addressed, and increased use of online learning represents an opportunity to facilitate this. This study aimed to evaluate whether online learning can effectively deliver undergraduate ENT teaching. An online ENT module was created; content was structured on the Sheffield Medical School curriculum. Pre- and post-module tests and 5-point Likert scales were used to assess student knowledge and confidence, respectively. A total of 115 participants were recruited. Test scores improved by 29 per cent (p < 0.001) and confidence by 66 per cent. Anatomy and ENT conditions demonstrated significant improvement in confidence, with a lower confidence score for examination. This study showed improved knowledge and confidence, whilst highlighting greater efficacy in content over practical skills teaching. Online learning is a validated educational tool; however, it should not be used as a replacement but as an adjunct to supplement learning.

EFFECTIVENESS AND HINDRANCES IN THE TEACHING OF PRACTICAL SKILLS IN PHYSICAL EDUCATION: FRAMEWORK FOR ENRICHING CONTEMPORARY CURRICULUM DISCOURSE

Physical Education is rooted in physical movement and exploration and is usually held outdoors to make teaching and learning more accessible and meaningful. Since the pandemic happened, schools adopt a new teaching-learning modality which create new host of obstacles for Physical Education teachers, especially in teaching practical skills in Physical Education to the students due to its characteristics. This becomes now challenging to monitor students' progress in performing the skills or whether students have acquired/performed the skills correctly. This study aims to explore the strategies and techniques in the teaching of practical skills in Physical Education in the new normal. This study also identifies the effectiveness and hindrances of the strategies and techniques used. The findings of this study serve as a basis in formulating a framework for enriching contemporary curriculum discourse in physical education of senior high public schools in Tagbilaran City during the school year 2020-2021. Physical Education teachers used a variety of ways in the new normal to effectively teach practical skills in Physical Education, rather than depending solely on printed modular instruction. In teaching the practical skills, task teaching and students submitting video performances were employed. Because of the nature of modular distance learning, students' autonomy for learning is one of the contributing elements to the difficulty of teaching practical skills in physical education. Many students have not yet established sufficient learning autonomy, resulting in learning gaps and preventing them from developing practical skills in physical education. Adding to that is the lack of needed resources such as gadgets and poor internet connections.

Theoretical Overview and Application Communicative Language Teaching, And Intercultural Language Learning/Teaching

This article discusses the application of communicative language teaching and intercultural language teaching in today's English classroom. Based on the author's own teaching experience, this paper studies the articles of some former scholars and summarizes some practical teaching skills and ways to improve language classrooms.

Collective Skill Formation Regimes in Times of Covid-19: A Governance-Focused Analysis of the German Dual Training System

Context: Covid-19 poses major challenges for vocational education and training (VET), as VET—in contrast to general education—is closely linked to the economic system and cannot escape the impact of current economic restrictions. Additionally, strict infection control regulations, as well as temporary school and company closures, inhibit the teaching of practical skills at the workplace. Rapid action by the responsible actors is essential to ensure that VET can take place even under these difficult conditions. It can be assumed that both the complex decision-making processes and the multiplicity of actors involved in collective training systems complicate or delay the reaction to this exogenous shock. Using the example of the German dual training system, this explorative article aims to examine the ability of collective training systems to deal with the challenges posed by the pandemic. Methods: Based on a document analysis, various publications (e.g., press releases, reports) by central actors of the German dual system were reviewed, which provided information about the provision of training activities as well as the measures taken or required to counteract the pandemic-related consequences for dual apprenticeships. This corpus of literature was expanded by scientific studies and publications from national or international institutions related to VET. Following a governance-analytical and actor-centred perspective, the documents were analysed with regard to the indications they provide about the realised coordination of action between the actors, the realised processes and outcomes, as well as the levels affected within the VET system.Findings: The way of dealing with the crisis demonstrates that the German dual system is influenced by the actions of various actors at multiple levels. Actors who are involved in the decision-making processes share common interests, resulting in a strategically bound cooperation among them. However, influence or power from bottom-up seems to be rather limited, as not all of the actors considered in this study are included in essential governance processes. Despite the comprehensive reactions to the pandemic, problems and optimisation needs are also apparent, e.g. with regard to vocational orientation or the support of vocational schools.Conclusion: Despite its complexity, the dual system as a collective training model is capable of acting and adapting to face the challenges posed by the pandemic. This may also be due to the historically entrenched corporatist structures within the dual system: Even in times of crisis, the trust in this historically evolved institutional framework leads to a high degree of accountability and cooperation among the decisive actors.

Use of pudendal nerve block among midwives in Norway: A national cross-sectional study.

INTRODUCTIONPudendal nerve block (PNB) is an effective analgesic during the second stage of labor and for suturing. With the introduction of epidural and spinal analgesia, PNB use decreased considerably. Most midwives receive some teaching on PNB during their midwifery education. The aim of this study was to examine the use of PNB by midwives in Norway.METHODSThis was a cross-sectional study, in January 2020, using an electronic questionnaire which was distributed to approximately 1500 midwives.RESULTSA total of 527 midwives responded to the questionnaire (35%). Less than half (44.6%) of the midwives used PNB, of whom only half (123/235) used it frequently (at least once a month). The use of PNB was most common at specialized obstetric units with ≥1500 births per year. Midwives who reported good theoretical knowledge and practical skills of PNB used it significantly more often than midwives not reporting these (p<0.001). Reasons for not using PNB were: the lack of practice and experience (72.6%), and never having been taught (42.8%). Midwives reported needing training (83%) and clinical support to start using PNB (43%).CONCLUSIONSFew midwives use PNB regularly. To increase the use of PNB, midwifery education needs to include both theoretical and practical skills teaching. Midwives with insufficient knowledge and skills require the same teaching and training. In the clinical area, midwives require clinical support and supervision to practice and gain experience. Women are not offered PNB as long as midwives are not confident in providing this method of pain relief.

Translating Ideals Into Practice: A Pragmatic Approach to Advocacy for Medical Trainees.

To the Editor: Medical trainees face barriers to engaging in advocacy, including time constraints, challenges to obtaining institutional support, and concern that advocacy will be perceived as unprofessional or less valuable than other scholarly endeavors. Using the Resident Interest Group in Social Advocacy (RIGSA) in the internal medicine program at the University of Toronto as an example, there are 3 actionable ways medical trainees can be empowered as agents of change: Create a collaborative space for advocacy: The creation of a formal advocacy group with institutional support in training programs reduces barriers for trainees to become involved in advocacy work. RIGSA was created by a resident in the internal medicine program after identifying a lack of a shared space for trainees interested in advocacy. With 3 faculty champions, including the program director, the group was formally adopted with over 20 residents who collaborated on projects. These faculty champions have identified advocacy as essential to—rather than contrary to—the concept of professionalism. Enact near-peer teaching of practical skills for allyship: There is a gap between knowing the theory of antioppression and having the skill set to implement it in practice, particularly within the context of power dynamics in medicine. Although oppression is a systemic problem warranting systems-level interventions, it is also empowering for medical learners to have formal training for disrupting discrimination in clinical contexts. RIGSA has delivered academic half-day workshops with a didactic component addressing the systemic, intersectional nature of oppression followed by an interactive small group component for trainees to practice principles of allyship. It is particularly important that trained workshop facilitators have lived experience (i.e., are Black, Indigenous, or people of color in workshops addressing racism) and are near-peers who understand the power dynamics at play. At the University of Toronto, faculty members also participated in allyship workshops to foster cultural change. Find clinical opportunities to work with marginalized populations: Social medicine elective opportunities are a direct way for trainees to understand the interplay between structural disadvantage and health. It is critical that faculty with long-standing relationships with community organizations are involved in these endeavors to properly serve the local communities of institutions. Learning objectives should be developed with community organizations. RIGSA is in the process of developing a social medicine elective. Collectively, these strategies illustrate how medical trainees and faculty can collaborate to translate ideals of advocacy into practice. Acknowledgments: The author thanks Dr. Lisa Richardson, Dr. Arno Kumagai, and Dr. Jeannette Goguen for their support in creating RIGSA.

Promoting young academics in anesthesiology: factors for an attractive internship

HintergrundPraktische Erfahrungen in Famulaturen können die spätere Weiterbildungswahl prägen.FragestellungZiel der Untersuchung war es, Faktoren in der anästhesiologischen Famulatur zu finden, die Studierende ermutigen, sich auf das Fachgebiet zu spezialisieren.Material und MethodenIm Rahmen einer bundesweiten Online-Umfrage beantworteten die Studienteilnehmenden (n = 479) Fragen zu ihrer mindestens 4‑wöchigen Famulatur in der Anästhesiologie. Die Befragten wurden in 4 Gruppen aufgeteilt: Diejenigen, die sich aufgrund der Famulatur ein Wahltertial im praktischen Jahr (PJ) in der Anästhesiologie vorstellen konnten (n = 212; 44 %), wurden mit denjenigen, die dies verneinten (n = 56; 12 %) und denjenigen, die sich schon vor der Famulatur festgelegt hatten (Ja: n = 144; 30 % und Nein: n = 67; 14 %) varianzanalytisch verglichen.ErgebnisseDie Umfrage erreichte alle medizinischen Fakultäten in Deutschland und befragte Teilnehmende im durchschnittlichen Alter von 25,8 Jahren. In allen 4 ausgewerteten Gruppen fanden sich signifikante Unterschiede.Die Studierenden, die mit der Famulatur zufrieden waren und sich für das PJ-Wahltertial in der Anästhesiologie aussprachen, unterschieden sich signifikant hinsichtlich Integration ins Team, Kompetenzerwerb, Struktur und Qualität der Lehre von den anderen Gruppen. Die Vermittlung von praktischen Kompetenzen und Fachwissen sowie die Integration in Diagnosefindung und Therapieplanung förderten ebenfalls die Nachwuchsgewinnung.DiskussionEine positiv bewertete anästhesiologische Famulatur fördert die spätere Spezialisierungspräferenz für dieses Fach. Für das Fachgebiet gewonnene Famuli erlangten mehr Fähigkeiten im Verlauf der Famulatur. Um angehende Ärzte für die Anästhesiologie zu gewinnen, sollte das ärztliche Team die oben genannten Kriterien bei der Famulaturgestaltung bedenken.

A Pilot Anatomy‐based Teacher Training Curriculum for Medical Students

BackgroundNumerous medical education training programs are currently implemented internationally to train residents and future academic physicians for teaching duties, many of which use peer‐teaching in anatomy as a major component. The length of these programs and the degree to which they provide both teaching practice and generalized training in medical educational competencies varies widely. Conversely, teacher training programs aimed at anatomy graduate students have a robust balance of in‐class practice and out‐of‐class professional development but take place over a longer timescale. With unscheduled curricular time at a premium in most medical programs, developing comprehensive training courses that can be administered over an accelerated timescale and provide generalizable professional skills in medical education is essential.InterventionIn summer of 2021 I implemented a 6‐week pilot program for developing practical teaching and medical education skills in undergraduate medical students. The program consisted of an in‐class component where students performed daily peer teaching in a summer graduate‐level anatomy course and out‐of‐class professional development including training on educational methods, peer evaluations of student‐made materials, and reflective exercises.Assessment5 students were enrolled in the pilot program, 3 of which completed a 1‐5 Likert Scale, IRB‐approved survey after completion. The 22‐question survey measured pre‐and‐post program perceived confidence in 4 skill categories: anatomy knowledge (4 questions), teaching and assessment (5 questions), communication (9 questions), and educational research and innovation (4 questions). Although current survey sample lacks enough statistical power for formal nonparametric tests, initial student responses indicate improved self‐reported confidence in all 4 areas. Educational research and innovation showed the highest average increase (+2.4), followed by teaching and assessment (+2) anatomy knowledge (+1.58) and communication (+1.47).Significance &amp; ConclusionWith the caveat that limited data are available, students’ perceived confidence increased in all skill areas following participation in the training program. Additional longitudinal follow up will be needed to further determine the utility derived from the course pre‐and‐post residency. If successful, this course may serve as a model for both medical student and anatomical educator training courses that can be deployed on shorter timescales.

Facilitating the Development of Clinical Competence in a Low-Resource Setting: Perceptions and Challenges of Nurse Educators

Background: The inability of nursing education institutions, particularly in low-resource settings to train competent nurses has been partly attributed to the challenges faced by nurse educators in the teaching of practical skills and in facilitating the development of clinical competence. Unfortunately, the perceptions and challenges faced by nurse educators in clinical nursing educationin diploma nursing education in low-resource settings have not been explored.Purpose: This study aimed to explore and describe the perceptions and challenges of nurse educators in the teaching of practical skills and in facilitating the development of clinical competence in diploma nursing education in Ghana, a low-resource setting. Methods: A qualitative descriptive design was used in this study. Nine nurse educators tasked with teaching practical skills and facilitating the development of clinical competence from three accredited diploma-awarding public nursing colleges – one in each of the three geographical zones of Ghana – were purposively sampled and interviewed using a semi-structured interview guide. The data were analysed with the aid of ATLAS.ti software through the thematic framework approach of qualitative data analysis.Results: Four themes, namely nurse educator and student factors, skills learning environment factors, institutional challenges, and regulatory issues, were identified and described the challenges of practical skills teaching and clinical competence development confronting nurse educators in the study setting.Conclusion: To address these challenges, policy measures should be implemented to ensure adequate national investment in nursing education and incentives to promote nurse educator development and performance. Nurse educators and their labour union should therefore strongly advocate for this transformation in nursing education.

Relevant Foundry Craft Practice Skills for Technical College Students’ Self-Employment in COVID-19 Pandemic Era in Rivers State

The study examined relevant foundry craft practice skills for technical college students’ self-employment in covid-19 pandemic era in rivers state. Four purposes and four research questions were raised and one null hypothesis formulated which guided the study. The study adopted the descriptive survey design. The population was 239 comprised of 180 technicians and 59 teachers/instructors in six Government Technical Colleges in Rivers State. A questionnaire structured on a 4-point rating scale was used for data collection. The instrument was validated by three specialists one from School of secondary Technical Education, Federal College of Education (Technical) Omoku, and the other two from faculty of education, Rivers State University, Port Harcourt. The reliability coefficient of .80 was obtained. The data collected from the respondents were analyzed using mean and standard deviation to answer the research questions. The findings reveled that to a high extent, practical skills in pattern making, core making, moulding process, melting, molten metal handling and treatment skills were relevant and innovative for technical college students’ self-employment in covid-19 pandemic era in Rivers State. Hence, the study recommends government should promote the teaching and learning of foundry craft practice skills in Nigerian technical college to encourage students’ self-employment on graduation, than being job seekers. School administrators, teachers and students should give foundry craft practice lessons the uppermost priority as a very relevant trade that can engender entrepreneurs in Rivers state.

Promoting occupational health and teaching quality: The impact of a mindfulness intervention in teacher training

A mindfulness intervention was conducted during the critical and formative phase of teacher training in Germany. This study aims to investigate whether early career teachers benefit from this by better coping with occupational stress and improving their practical teaching skills. In a quasi-experimental design, 42 participants’ stress, mindfulness, and occupational coping were assessed via self-reports at three time points. Additionally, teaching quality was evaluated by their students. Linear mixed-effects model analyses revealed that mindfulness-trained teachers were less stressed, more satisfied with work and, in the long run, developed better classroom management than the control group.

Unpacking Value Creation Dynamics in Journalism Education. A Covid-19 Case Study

ABSTRACT The physical closure of universities and university colleges due to Covid-19 has accelerated the digitalization of journalism teaching to a record speed. The pandemic, and the severe restrictions on-campus attendance, radically altered J schools’ value proposition to their students, turning the teaching of practical journalistic skills primarily into a forced blended learning experience. This study, through proposing a conceptual model for unpacking value creation dynamics in journalism education, explores this shift and how journalism students responded to it. We find, through applying the model to a multiplatform journalism course at the bachelor level, that the online teaching environment was experienced as being inferior to physical teaching, despite the availability of flexible digital learning resources that students could use at their convenience. Ample opportunities for online interaction between students and teachers were not a satisfactory substitute for physical campus teaching. This study questions how, based on this, face-to-face interaction between journalism students and teachers best can be replaced, especially in terms of creating a safe learning environment and facilitating students’ learning by doing.

The degree of practicing teaching skills in the twenty-first century among geography teachers in Jordan from the point of view of their supervisors: درجة ممارسة معلمي الجغرافيا في الأردن لمهارات التدريس في القرن الحادي والعشرين من وجهة نظر مشرفيهم

The current study aimed to identify the degree of practice of teaching skills in the twenty-first century among geography teachers in Jordan from the point of view of their supervisors. And problem solving, classroom learning management, communication and information and communication technology, mastering education, and evaluating student learning), the study was applied by a comprehensive survey on the study population of (154) supervisors. The study concluded that the degree of practicing teaching skills in the twenty-first century among geography teachers in Jordan from the point of view of their supervisors in the total degree and fields was medium, and the results showed that there were no statistically significant differences in the degree of practicing teaching skills in the twenty-first century among geography teachers in Jordan. From the point of view of their supervisors, it is attributed to the variable of gender and educational qualification, while it was found that there were statistically significant differences due to years of experience and in favor of those with higher experience. The study recommended the necessity of urging geography supervisors for teachers to apply strategies for developing critical thinking and solving problems in teaching and learning, that the Ministry of Education hold training courses for geography teachers on teaching skills in the twenty-first century, encouraging teachers to employ authentic evaluation strategies in evaluating student learning. Such as the achievement file, and the use of questions directed to deeper learning among students.

Investigation on the support for practical teaching skills of young faculty members teaching psychiatric mental health nursing in university nursing programs: focus on the difficulties and support demanded by young faculty members in teaching activities

Investigation on the support for practical teaching skills of young faculty members teaching psychiatric mental health nursing in university nursing programs: focus on the difficulties and support demanded by young faculty members in teaching activities

Acil Uzaktan Öğretim Sürecinde Tıp Eğitimi Mesleksel Beceri Uygulamalarında Video Kullanımına Yönelik Öğrenci Görüşleri

Aim: COVID-19 has profoundly affected the educational practices throughout the world, and education had to be conducted remotely due to the closure of almost all schools at all levels. As with all courses of pre-clinical students in the medical schools, the teaching of practical and clinical skills was carried out through emergency remote teaching. This study aims to investigate the opinions of pre-clinical medical students regarding the use of video as an educational material in their clinical skills training, and to compare their views about the non-interactive and interactive videos. Methods: The study adopted a cross-sectional and analytic research design. In this study, in which 452 medical students participated, a questionnaire form created by the researchers was used to collect data. Descriptive statistics such as percentage and frequency were used in the analysis. The data were analyzed using the chi-square test. Results: 49.3% of the pre-clinical medical students stated that emergency remote teaching in medical education could not achieve its purpose. While 77.7% of the students stated that online clinical skills training would not be sufficient without interactive videos, this rate decreased to 58.2% after the interactive videos were used. The chi-square comparison test showed that, this change is the result of interactive video watching. The positive views about gaining clinical skills through videos increased when interactive videos were used. Conclusions: The results revealed that students do not think emergency remote teaching practices will be sufficient to acquire the necessary skills in medical education, and that they would not be able to reach the competence to apply those skills on real patients. Although clinical skills training videos contribute to students’ concretization of those skills to some extent, they stated that it will not be sufficient for them to reach the required competence level to apply those skills in real life practices. To conclude, it does not reflect the reality if we state medical students have successfully achieved the related competences regarding the clinical skills training during the emergency remote teaching process before evaluating those skills in a face-to-face environment. However, it is expected that preparing educational materials through interactive videos and providing feedback to students during the teaching process will yield better results.

Teaching social work skills-based learning online during and post COVID-19

ABSTRACT The COVID-19 global pandemic radically disrupted face-to-face teaching of practice-skills within social work programs in many countries. Across the globe, campuses closed suddenly, meaning students and staff had to quickly transition to online platforms to sustain teaching and learning interactions. In response to this unprecedented and demanding situation and from the perception of the inquirers, this article documents the critical pedagogical and heutagogical factors associated with teaching practice-skills online, during the current challenging and destabilising epoch. Co-operative Inquiry is used to critically reflect on the ‘hard’ technological applications and engagements experienced by social work academics, and learning and teaching technologists from a university, who urgently developed and delivered intensives online during this complex time. The thematic analysis identifies four pedagogical and heutagogical factors vital for educating during such a time. These are: responsiveness, collective leadership, dynamic interaction between staff and students, and critical reflection. The implication being, that these factors can become solid foundations for transformational online learning in dynamic teaching environments. The article provides a timely empirically-based examination of the delivery of skill-based intensives online during a challenging and destabilising period, the associated teaching processes, and the technological affordances.

Students’ Perception towards the Usefulness and Satisfaction of Practical Biochemistry Skills in a Public University versus Private University in Khartoum, Sudan (2019)

Practical biochemistry skills (PBS) teaching sessions employ experiential learning techniques to promote medical students’ understanding and recall of essential concepts and basic clinical tests. Biochemistry Practical skill sessions constitute about 45% of the contact teaching hours and between 10% - 20% of the final assessment grades, in addition the students are unacquainted about the method of assessment used. This cross sectional institutional based study aimed to assess medical students’ perception towards the practical biochemistry skills (PBS). Medical students in one public (Al-Neelain) and one private (Al-Moughtarbeen) universities, in Khartoum State were involved. After ethical approval, the questionnaire was approved after using it in a pilot study. Data collected by a questionnaire were analyzed using (SPSS version 22).Private university students have more satisfaction (58% versus 18%, p&lt;0.001), more positive perception with PBS (49.5% versus 15.1%, p&lt;0.001) and are more convinced that it helps to retain knowledge (68.3% versus 12.9%, p&lt;0.001). They are more satisfied with laboratory environment (p&lt;0.001), PBS relation to theory (p&lt;0.001) and more aware of PBS assessment and scores allocation (p≤0.002).Medical student satisfaction and engagement with Practical biochemistry skills is likely to be driven by the students’ awareness of the relevance of these sessions to other aspects of the curriculum, to their end-of-year assessment, and to their future clinical practice rather than the laboratory environment. In conclusion, we recommend updating Practical biochemistry skills contents and assessment methods and raising students’ awareness of its importance.