ArticleJournal of advances in medical education & professionalism2019
Exploring undergraduate medical students' perception of learning procedural skills and its outcomes in clinical settings.
Article in Journal of advances in medical education & professionalism, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed, 5 citations in OpenAlex.
- Perceived usefulness of a blended learning approach for skills training among medical interns: a pilot study.BMC medical education · 2024Article
- Clinical students' perception of educational environment in a Nigerian university: a mixed method study.BMC medical education · 2024Article
- Practicing procedural skills in clinical settings: A medical student's perspective.Journal of advances in medical education & professionalism · 2021Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionLearning procedural skills is one of the essential aspects of undergraduate medical education. However, learning procedural skills in clinical settings is less widely considered. This study aimed to explore the Iranian undergraduate medical students' perception of learning procedural skills and its outcomes in three universities of medical sciences in Iran.
methodsA descriptive exploratory qualitative methodology with an in-depth unstructured, face-to-face interview, and content analysis was used in this study. Sixteen students in clinical phases of general medical education programs from educational hospitals were selected using purposive sampling. According to the preferences of the participants, the interviews were conducted in medical schools or in hospitals.
resultsThe students participating in this study included 7 females and 9 males (totally 16 people) with a mean age of 23.7 years old with a range of 21-27 years. The three main themes of this study were "the gap of transferring formal teaching from skill lab to clinical placement", "learning self-leading procedural skills in clinical settings", and "students' dissatisfaction with patients' vulnerability" with 8 subthemes which were extracted and explained based on the students' perception.
conclusionUnsupervised and self-learning by medical students and weakness in controlling the learning process have undesirable results for patients and students.
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Registered trials
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