Hindrances to the Effective Pedagogical Use of Innovative Technologies in the MacArthur Clinical Skills Laboratory at the University of Port Harcourt Medical School.
DOI:
https://doi.org/10.71637/tnhj.v25i1.874Keywords:
Clinical teachers, MacArthur clinical skills laboratory, Pedagogy, Attitudes, Medical school, Innovative technologies, University of Port HarcourtAbstract
Background: The 21st century has seen rapid advancements in pedagogical technologies in medical education. This study explores barriers to the effective use of innovative technologies in the MacArthur Clinical Skills Laboratory (MCSL) at the University of Port Harcourt Medical School.
Method: A mixed-methods descriptive cross-sectional design was employed, combining open-ended and closed-ended questionnaires to capture quantitative and qualitative data. The study targeted clinical teachers within the Faculty of Clinical Sciences using purposive sampling. A pilot study was conducted among 25 non-participants to assess the tool's face validity. Key variables considered included innovative technologies, teacher training, institutional policies, perceived relevance, time consumption, and support systems.
Results: Out of 128 clinical teachers, 90 participated, 48 males and 42 females, comprised of 23 professors and 51 senior lecturers. Major inhibiting factors were the lack of necessary institutional policies on the use of the laboratory (56.67%), inadequate training of clinical staff (53.3%),), and perceived irrelevance of the MCSL (25.56%). A thematic analysis showed various concepts that highlighted key concepts that explained hindrances to using the MCSL, such as “Resource and Infrastructure Issues”, “irrelevance of the MCSL”, “Lack of institutional policies and requirements”, and “inadequate training”.
Conclusion: University management should implement policies mandating the use of the MCSL, provide comprehensive training, upgrade the medical curriculum, and offer incentives to clinical teachers.
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