AIM The aims of this study were to determine the relationship between performances of students in clinical skills laboratory and real life clinical practice and to determine the experiences and views of instructors as it relates to teaching in skills laboratory. METHODS The performances of two randomly selected sets of graduates in the operative examinations conducted in skills laboratory wer...

INTRODUCTION Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners' self assessment of teaching skills and perceptions. METHODS One-day tutor training workshop included theoretical knowl...

The focus on fundamental clinical skills in undergraduate medical education has declined over the last several decades. Dramatic growth in the number of faculty involved in teaching and increasing clinical and research commitments have contributed to depersonalization and declining individual attention to students. In contrast to the close teaching and mentoring relationship between faculty and...

BACKGROUND Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. PURPOSE We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. M...

background and purpose: acquiring clinical skills is one learning goal for medical students. clinical skills are essential to diagnose diseases and to accomplish therapies. the aim of this study is to review status of clinical skills among interns in birjand university of medicine methods: this was a cross sectional study, in witch all interns of birjand university of medicine articipated. a qu...

This paper describes the development and evaluation of a discipline-based skills module at Level 1 in the undergraduate psychology curriculum. The module combined generic and subjectspecific skills teaching, linked skills provision with the personal tutor system and included practical exercises to promote deep learning and improve study skills. Student feedback showed that workshops and tutoria...

Junior medical staff provides a large proportion of undergraduate student education. However, despite increasing numbers of resident-as-teacher training programs, junior doctors may still not be sufficiently prepared to teach medical students. Hence, medical schools should consider implementing formal teaching skills training into undergraduate curricula.

OBJECTIVES According to the CanMEDS' Scholar competency, physicians are expected to facilitate the learning of colleagues, patients and other health professionals. However, most medical students are not provided with formal opportunities to gain teaching experience with objective feedback. METHODS To address this, the University's Medical Education Interest Group (MEIG) created a pilot teachi...

The patient is at the center of clinical medicine. In order to effectively teach clinical skills a teacher must learn to involve patients in the educational process. It is through this process that learners acquire the skills of observation, communication, examination and professionalism. Despite the importance of teaching with the patient present, many clinical teachers are hesitant to teach a...