ArticleJournal of Taibah University Medical Sciences2023
Students, faculty perceptions and effectiveness of the early introduction of clinical skills teaching in the medical curriculum.
Article in Journal of Taibah University Medical Sciences, 2023. 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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Who cites it
3 citing papers in PubMed.
- Transforming Clinical Skills Training: Integrating OSCE into Team-Based Learning for teaching undergraduate medical students.Pakistan journal of medical sciences · 2026Article
- Perceptions and use of self-management support strategies to improve the management of spine pain patients in a French-Canadian chiropractic teaching program: a mixed method study.Chiropractic & manual therapies · 2025Article
- Discontinuity in continuum: Transitions in medical education as a milieu for personal development.Journal of Taibah University Medical Sciences · 2023Article
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8 authors.
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Abstract
Objective: We hypothesized that the early introduction of clinical skills (CS) would help students to develop and apply clinical skills appropriately during the clinical years. Evaluating the perceptions of medical students and faculty regarding the early introduction of CS teaching and its effectiveness are important. Methods: The CS curriculum was designed by integration with the system-oriented problem-based curriculum in years 1 and 2 at the College of Medicine, KSU, from January 2019 to December 2019. Students and faculty questionnaires were also designed. The impact of CS teaching effectiveness was assessed by comparing OSCE results for year-3 students who received early CS sessions with those who did not. The total number of student respondents was 461/598; and 259 (56.2%) were male and 202 (43.8%) were female. The first- and second-year respondents were 247 (53.6%) and 214 (46.4%), respectively. The number of faculty respondents was 35/43. Results: The majority of students and faculty were satisfied that the early introduction of CS increased student confidence when dealing with real patients, provided the opportunity to master skills, consolidated theoretical knowledge and clinical skills, motivated learning, and increased the enthusiasm of students to become doctors. The third-year students who received CS teaching in years 1 and 2 (during 2017-2018 and 2018-2019) showed a significant increase in mean grades (p value; 0.00) in OSCE tests during their courses in surgery (from 32.6 to 37.4 for females; 35.2 to 35.7 for males) and medicine (31.2-34.1 for females; 34.3 to 37.7 for males), respectively, when compared to students who did not receive CS teaching during the academic year 2016-2017 (in surgery, 22.2 and 23.2; in medicine 25.1 and 24.2) for females and males respectively. Conclusion: Early exposure of medical students to CS is a positive intervention that bridges the gap between basic sciences and clinical practice.
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