Teaching clinical skills at workplaces

AUTHOR(s) : Sarma DK
DOI No. : 10.31741/ijhrmlp.v8.i1.2022.12


There has been an early introduction of clinical skill teaching in the undergraduate medical curriculum in recent years. Clinical skills are taught by different methods (lectures, presentations, problem-based learning, etc.) for theoretical knowledge. Teaching these skills at hospital workplaces for safety and better clinical practice is also imperative. There are two types of clinical skills- technical and non-technical. Workplaces (outdoors, emergencies, operation theatres, laboratories etc.) are dynamic hospital environments where patients are treated. In these workplaces, different teaching models like the observer model, direct responsibility model, staged approach, and one-minute preceptor is used to teaching skills to students. If skill labs and simulation-based learning platforms are available, they are also used to teach clinical skills in a stress-free environment before or in between teaching at workplaces. Integration of technical and non-technical skills is possible in actual and simulated settings. If a student is well equipped with clinical skills, they feel comfortable and confident in pursuing their career in medicine.

Keywords: Medical education; technical skill; non-technical skill; teaching model

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