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Korean J Med Educ > Volume 14(2); 2002 > Article
Korean Journal of Medical Education 2002;14(2): 203-212. doi: https://doi.org/10.3946/kjme.2002.14.2.203
The Operational Design of Clinical Skills Training Program in Gachon Medical School
Gwi Hwa Park, Hi Jung Koh, In Suck Choi, Young Don Lee, Yoon Myung Yim, Yong Il Kim
1Center for Educational Planning and Research, Gachon Medical School, Incheon, Korea. kimyi@gachon.ac.kr
2Department of Family Medicine, Gachon Medical School, Incheon, Korea.
3Department of Internal Medicine, Gachon Medical School, Incheon, Korea.
4Department of Rehabilitation, Gachon Medical School, Incheon, Korea.
PURPOSE: The purpose of this study is to introduce the operational design of clinical skills training program and to evaluate the outcome of one-year experience in Gachon Medical School. METHODS: The School set up a clinical skills training center(laboratories) helping preclinical year-students being able to improve their clinical competences by using simulators and models prior to start their clerkship so that they can apply accurate and stable clinical technical skills to the patients. The program was divided into two parts; one for the communication and interviewing skills(M3) and the other for development of basic clinical skills(M4). For the latter, a total of 32 skill units with model items were selected from the minimum essential clinical skills requirements. The training course was conducted 3 weeks for 37 students of the fourth year medical school(M4) students in the second semester of 2001. Pass/Fail system with 2 credits was applied as a student evaluation. Both advantages and disadvantages of the program were analysed by questionnaires. RESULTS: Every students met the school requirement and passed the requirements mostly by the second trial within the two weeks duration following self-directed hard practice for every items. Of 37 students, 80% became confident on their final performance, and 72% agreed themselves being much enthusiastic compared to other courses. The visiting frequency to the center was over 2~3 times/day during the course, and their average staying hours/week were 20~30 hours. Students(78%) were satisfactory to the appropriativeness of faculty's instructional skills and their evaluation results. CONCLUSION: We conclude that the clinical skills training program is a useful tool not only to improve the essential technical skills prior to take their responsibilities of subinternship but also to motivate students' learning during the preclinical studies.
Keywords: Clinical skills training;Preclinical training;Operational design;Performance evaluation;Minimal essential requirement
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