An Efficient Simulation-Based Training Method for Obtaining Clinical Skills in an Introduction to Clinical Medicine

DOI Web Site 2 Citations
  • YOSHIMURA Akinobu
    Academic Quality and Development Office, Nippon Medical School Working Committee of Clinical Simulation Laboratory Board of Education
  • SHIMURA Toshiro
    Academic Quality and Development Office, Nippon Medical School Working Committee of Clinical Simulation Laboratory Board of Education
  • ASO Ryoko
    Academic Quality and Development Office, Nippon Medical School Working Committee of Clinical Simulation Laboratory
  • KATO Takao
    Board of Education Department of Internal Medicine
  • NAKAMIZO Munenaga
    Working Committee of Clinical Simulation Laboratory
  • ONO Masashi
    Working Committee of Clinical Simulation Laboratory
  • ISHIKAWA Gen
    Working Committee of Clinical Simulation Laboratory
  • MORIMOTO Taisuke
    Working Committee of Clinical Simulation Laboratory
  • OHNO Tadaaki
    Department of Internal Medicine
  • TAKAOKA Masako
    Working Committee of Clinical Simulation Laboratory
  • TAKEHARA Noriko
    Working Committee of Clinical Simulation Laboratory
  • TAJIRI Takashi
    Board of Education

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Other Title
  • 臨床実習前準備教育におけるシミュレーターを使用した効率的な臨床技能実習
  • リンショウ ジッシュウ マエジュンビ キョウイク ニ オケル シミュレーター オ シヨウ シタ コウリツテキ ナ リンショウ ギノウ ジッシュウ

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Abstract

At Nippon Medical School, a "Basic Clinical Training Course" is provided as an introduction to clinical medicine. Medical students undergo initial clinical skills training with simulators. We describe the technique of effective training to acquire clinical skills and the results of student evaluations and a questionnaire survey.<br>1) The training consisted of 8 practicums, including internal examination, funduscopic examination, otoscopic examination, breast examination, auscultation (heart sounds and lung sounds), and collection of blood samples. Medical students moved in rotation once per time period (45 minutes) and performed practical training in each unit, which comprised 2 practicums.<br>2) The training with the prescribed number of 50 students in 4 time periods was efficiently performed for 2 days and required 9 trainers per day. Student evaluations and a questionnaire survey revealed the interest and enthusiasm of medical students and showed they thought highly of the training.<br>3) The training was efficiently performed and was thought to help reduce the teaching load of instructors. The educational effect of the training can be strengthened by increasing the convenience of the clinical simulation laboratory, by reinforcing the education of clinical skills and attitudes in clinical clerkship, and by evaluating these factors after the completion of the clinical clerkship.

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