ArticleMedEdPORTAL : the journal of teaching and learning resources2024
Teaching Procedural Skills: Integrating Educational Theory Into Practice.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07530822 (The Effect Of Prenatal Care Training Using The Peyton Model On Midwifery Students' Knowledge, Skills, Self-Efficacy, Anxiety, And Satisfaction Levels), which is not on this map. Cited by 2 papers.
What it found
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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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
The Effect Of Prenatal Care Training Using The Peyton Model On Midwifery Students' Knowledge, Skills, Self-Efficacy, Anxiety, And Satisfaction Levels
Who cites it
2 citing papers in PubMed.
- Trial
- Basic Bronchoscopy Competence Achieved During a One-Day Workshop for a Multidisciplinary Critical Care Team:Sultan Qaboos University medical journal · 2026Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Teaching procedural skills is an essential part of health professions education, yet formal training is often lacking from traditional curricula. Methods: A workshop on teaching procedural skills was developed as part of a clinician educator track at a large health professions university. Participants included medical residents and fellows (postgraduate years 2-6) from various training programs. The 90-minute, interactive training integrated Gagne's model of instructional design with evidence-based teaching practices. Workshop outcomes were evaluated with pre- and postworkshop surveys. Learner reactions (Kirkpatrick level 1) were assessed via course evaluation. Learning and behavior (Kirkpatrick level 2) were evaluated via attitudinal and knowledge-based questions. Data were collected from three cohorts of participants (2022-2024). Responses were analyzed by paired Results: Residents and fellows from 11 different disciplines participated in the workshops. The survey response rate was 30 out of 35 (86%). Course evaluations were positive for all six questions (mean scores: 4.8-5.0 on a 5-point Likert scale [1 = Discussion: A workshop focused on evidence-based teaching of procedural skills was well reviewed and improved participants' attitudes and knowledge. Strengths of the workshop include its appeal to a broad range of medical trainees, integration of educational theory, and interactive design.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.