Evaluation of the impact of undergraduate use of clinical skills laboratory on House-Officers’ (Medical Interns) skills in Port Harcourt, Nigeria
DOI:
https://doi.org/10.60787/tnhj.v22i3.606Keywords:
Clinical skills laboratory, usage and impact, newly qualified doctors, Port Harcourt, NigeriaAbstract
Background: Use of sophisticated technology should be complementary to clinical skills. A decline in these skills in both developed and developing climes has been observed. The aim of ths study therefore was to evaluate the opinion of newly qualified Medical Doctors on the impact of the use of clinical skills laboratory during undergraduate medical training in Port Harcourt in the year 2021.
Materials and Methods: A cross-sectional descriptive study was carried out among newly qualified House Officers working in two Teaching Hospitals in Port Harcourt, using a self-administered questionnaire; data was collated and analyzed using the Statistical Package for the Social Sciences (SPSS) version 20.0.
Results: The mean age of the respondents was 27.94±3.05 years. The mean knowledge score of non-technical clinical skills was 30.28±2.27. The mean knowledge score of technical clinical skills was 65.29 ± 3.56. Seventy-three (70.0%) respondents had clinical skills laboratory in their medical school, and 60 (66.7%) underwent some formal training in clinical skills laboratory. While the first experience at clinical practice on patients was exciting for 60 (66.7%) respondents, it was full of struggles / difficulty for 28 (31.1%) respondents.
Conclusion: Although majority of the respondents had above average scores for both technical and non-technical clinical skills, some deficiencies were observed in some technical clinical skills where the scores were comparatively low. Some interns had never been exposed to clinical /simulator skills laboratory. We recommend the establishment of clinical skills / simulator laboratory as educational resources in training institutions where this is not available.
Downloads
References
Dhaliwal U, Supe A, Gupta P, Singh T. Producing competent doctors—the art and science of teaching clinical skills. Indian pediatrics. 2017 May;54(5):403-9.
Rahim MF. Exploring medical students’ perceptions on the effectiveness of a clinical skills rotation at a clinical skills laboratory [Doctoral dissertation]. Stellenbosch: Stellenbosch University; 2018.
McGee S. Evidenced-based Physical Diagnosis. Philadelphia: WB Saunders, 2001.]
Holmboe ES. Faculty and the observation of trainees’ clinical skills: problems and opportunities. Academic Medicine. 2004 Jan 1;79(1):16-22.
Boulay CD, Medway C. The clinical skills resource: a review of current practice. Medical Education. 1999 Mar;33(3):185-91.
Bradley P, Postlethwaite K. Setting up a clinical skill learning facility. Medical Education. 2003 Nov; 37:6-13.
Pender FT, De Looy AE. Monitoring the development of clinical skills during training in a clinical placement. Journal of Human Nutrition and Dietetics. 2004 Feb;17(1):25-34.
Singh H, Kalani M, Acosta-Torres S, El Ahmadieh TY, Loya J, Ganju A. History of simulation in medicine: from Resusci Annie to the Ann Myers Medical Center. Neurosurgery. 2013 Oct 1;73(suppl_1): S9-14.
Shuman AG, Vercler CJ. HEC-C: From Halsted’s perspective. The American Journal of Bioethics. 2020 Mar 3;20(3):35-7.
Suri A, Tripathi M. Letter to the Editor: Neurosurgery skills training laboratories and curriculum: a supplement to Halstedian practice. Journal of neurosurgery. 2016 Dec 1;125(6):1612-3.
Levine BA, Dan Goldschlag MD. Simulation builds skills. Contemporary OB/GYN. 2015 May 1;60(5):40.
Barnes RW, Lang NP, Whiteside MF. Halstediantechnique revisited. Innovations in teaching surgical skills. Annals of surgery. 1989 Jul;210(1):118.
Fox RA, Ingham Clark CL, Scotland AD, Dacre JE. A study of pre‐registration house officers’ clinical skills. Medical Education. 2000 Dec;34(12):1007-12.
Bastos RR. Physical examination. The Lancet. 2003 Dec 13;362(9400):2022-3.
Oyedokun A, Adeloye D, Balogun O. Clinical history-taking and physical examination in medical practice in Africa: still relevant? Croatian medical journal. 2016 Dec;57(6):605.
Mothiba TM, Bopape MA, Mbombi MO. The emergence of a clinical skills laboratory and its impact on clinical learning: Undergraduate nursing students' perspective in Limpopo Province, South Africa. African Journal of Health Professions Education. 2020 Dec 1;12(4):197-200.
Livingston P, Bailey J, Ntakiyiruta G, Mukwesi C, Whynot S, Brindley P. Development of a simulation and skills centre in East Africa: a Rwandan-Canadian partnership. Pan African Medical Journal. 2014;17(1).
PattinsonSR, McInerney P. Perceptions of changes made to a clinical skills curriculum in a medical programme in South Africa: A mixed methods study. African Journal of Health Professions Education. 2020 Feb 1;12(1):12-6.
Katowa-Mukwato P, Andrews B, Maimbolwa M,Lakhi S, Michelo C, Mulla Y, Banda SS. Medical students' clerkship experiences and self-perceived competence in clinical skills. African journal of health professions education. 2014 Oct 1;6(2):155-60.
Arigbede AO, Denloye OO, Dosumu OO. Transferabilityof clinical skills acquired on simulator to real life clinical practice. Oral health and dental management. 2014 Jun 1;13(2):300-4.
Creed PA, Rogers ME, Praskova A, Searle J. Career calling as a personal resource moderator between environmental demands and burnout in Australian junior doctors. Journal of Career Development. 2014 Dec;41(6):547-61.
Jebbin NJ, Adotey JM. An audit of basic practical skills acquisition of final year medical students in a Nigerian medical school. Annals of African medicine. 2012;11(1).
Motala M, Van Wyk J. South African-Cuban Medical Collaboration: students' perceptions of training and perceived competence in clinical skills at a South African institution. South African Family Practice. 2016 Mar 1;58(2):74-9.
Jaschinski J, De Villiers MR. Factors influencing the development of practical skills of interns working in regional hospitals of the Western Cape province of South Africa. South African Family Practice. 2008;50(1):70-.
Adeola HA, Adefuye AO, Bezuidenhout J. Medicaleducation units: A necessity for quality assurance in health professions education in Nigeria. African Journal of Health Professions Education. 2018 Mar 1;10(1):5-9.
Dhakal AK, Dhakal S. Clinical skills lab: a need in Nepalese medical school. Journal ofPatan Academy of Health Sciences. 2014 Jul 4;1(1):49-51.
Jeggels JD, Traut A, Kwast M. Revitalization of clinical skills training at the University of the Western Cape. Curationis. 2010 Jan;33(2):51-9.
Rahim MF. Exploring medical students’ perceptionson the effectiveness of a clinical skills rotation at a clinical skills laboratory (Doctoral dissertation, Faculty of Medicine and Health Sciences, Stellenbosch University).
Archana S, Nilakantam SR, Hathur B, Dayananda M. The need and art of establishing skill and simulation centers to strengthen skill-based medical education: Learning insights and experience. Annals of African Medicine. 2021 Oct;20(4):247.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 The Nigerian Health Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The Journal is owned, published and copyrighted by the Nigerian Medical Association, River state Branch. The copyright of papers published are vested in the journal and the publisher. In line with our open access policy and the Creative Commons Attribution License policy authors are allowed to share their work with an acknowledgement of the work's authorship and initial publication in this journal.
This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission from the publisher or the author.
The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations. While the advice and information in this journal are believed to be true and accurate on the date of its going to press, neither the authors, the editors, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.
TNHJ also supports open access archiving of articles published in the journal after three months of publication. Authors are permitted and encouraged to post their work online (e.g, in institutional repositories or on their website) within the stated period, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). All requests for permission for open access archiving outside this period should be sent to the editor via email to editor@tnhjph.com.
