Pandangan Mahasiswa terhadap Hambatan pada Pelaksanaan Skill Lab di Fakultas Kedokteran Universitas Andalas

Hardisman Hardisman; Yulistini Yulistini

doi:10.22146/jpki.25181

Pandangan Mahasiswa terhadap Hambatan pada Pelaksanaan Skill Lab di Fakultas Kedokteran Universitas Andalas

https://doi.org/10.22146/jpki.25181

Hardisman Hardisman^(1*), Yulistini Yulistini⁽²⁾

(1) https://jurnal.ugm.ac.id/jpki/editor/issueToc/2795
(2) Bagian Mikrobiologi, Fakultas Kedokteran Universitas Andalas
(*) Corresponding Author

Abstract

Background: Skills lab is a clinical skill training using model and simulation, which is very important in the learning process to develop clinical skill competencies of medical students. Through the process, the next step of learning on real patients will be safer and more effective. The study was conducted to explore learning barriers of medical students in the skill lab training to obtain experiences and competencies.

Method: A qualitative study was conducted to explore the problems using in-depth interview as method of data collection. Thematic analysis was used to analyze the data. The respondents of the study were 46 medical students in semester V and VII in the Faculty of Medicine, Andalas University.

Results: The main barriers that the students faced were clinical instructor factors, such as late attendance and replacement time with shorter allocation. Due to these factors, the students could not obtain optimal learning process, supervision and required competencies. Other factors such as lack of simulation model and limited time had also significant impact.

Conclusion: Learning barriers of skill lab training were caused by multi factors. Therefore, systematic arrangement, facility and assessment, and the quality of instructors’ performance need to be improved.

Keywords

Skills lab, barriers, competencies

Full Text:

PDF

References

Boursicot K, Truchie R. Setting standards in a professional higher education course: defining concept of the minimally competent student in performance-based assessment at the level of graduation from medical school. Higher Education Quarterly. 2006;60(1):74-90.
Dent JA, Harden RM. New horizon in medical education. In: Dent JA, Harden RM, editors. A Practical Guide for Medical Teachers. 2nd ed. London: Elsevier-Churchill Livingston; 2005: 2-8.
Goodwin J. The importance of clinical skills. BMJ [serial on the Internet]. 1995; 310(1281): Available from: www.bmj.com/content/310/6990/1281.
Peterson MJ, Bechtel GA. Combining the arts: An applied critical thinking approach in the skills laboratory. Nursing Connection. 2000;13(2):43-9.
Neary M. Project 2000 students’ survival kit: a return to the practical room (nursing skills laboratory) Nurse Education Today. 1997;17(1):46-52.
Studdy SJ, Nicol MJ, Fox-Hiley A. Teaching and learning clinical skills, Part 1: Development of multidisciplinary skills centre. Nurse Education Today. 1994;14(3):177-85.
Studdy SJ, Nicol MJ, Fox-Hiley A. Teaching and learning clinical skills, Part 2: Development of multidisciplinary skills centre. Nurse Education Today. 1994;14(3):186-93. Ziv A,
Ben-David S, Ziv M. Simulation based medical education: an opportunity to learn from errors. Medical Teacher. 2005;27:193-9.
Barrows HS. An overview of the uses of standardized patients for teaching and evaluating clinical skills. Academic Medical Journal Association of American Medical Colleges. 1993;68:443-51.
Bradley P, Postlethwaite K. Setting up a clinical skills learning facility. Medical Education. 2003;37(Suplement 1):6-13.
Issenberg SB, McGaghie WC, Petrusa ER, Lee- Gordon D, Scalese RJ. Features and uses of high fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher. 2005;27:10-28.
Lynagh M, Burton R, Sanson-Fisher R. A systematic review of medical skills laboratory training: where to from here? Medical Education. 2007;41:879-87.
Khan K, Pattison T, Sherwood M. Simulation in medical education. Medical Teacher. 2011;33:1-3.
Barsuk JH, McGaghie WC, Cohen ER, Balachandran JS, Wayne DB. Use of simulation-based mastery learning to improve the quality of central venous catheter placement in a medical intensive care unit. Journal of Hospital Medicine. 2009;4:397-403.
McGaghie WC, Draycott TJ, Dunn WF, Lopez CM, Stefanidis D. Evaluating the impact of simulation on translational patient outcomes. Simulation in Healthcare. 2011;6(Suplement):42-7.
Montgomery C, Kardong-Edgren SE, Oermann MH, Odom-Maryon T. Student satisfaction and self report of CPR competency: Heart code BLS courses, instructor-led CPR courses, and monthly voice advisory manikin practice for CPR skill maintenance. International Journal of Nursing Education Scholarship; 2012.
Shippey SH, Chen TL, Chou B, Knoepp LR, Bowen CW, Handa VL. Teaching subcuticular suturing to medical students: video versus expert instructor feedback. Journal of Surgical Education. 2011;68(5):397-402.
Smith AR, Cavanaugh C, Moore WA. Instructional multimedia: an investigation of student and instructor attitudes and student study behavior. BMC Medical Education. 2011;11(38).
Braslow A, Brennan RT, Newman MM, Bircher NG, Batcheller AM, Kaye W. CPR training without an instructor: development and evaluation of a video self instructional system for effective performance of cardiopulmonary resuscitation. Resuscitation. 1997;34(3):207-20.
Bjerrum AS, Hilberg O, van-Gog T, Charles P, Eika B. Effects of modelling examples in complex procedural skills training: a randomised study. Medical Education. 2013;47(9):888.
Isbye DL, Høiby P, Rasmussen MB, Sommer J, Lippert FK, Ringsted C, et al. Voice advisory manikin versus instructor facilitated training in cardiopulmonary resuscitation. Resuscitation. 2008;79(1):73-81.