Identifying essential procedural skills in Canadian undergraduate medical education

Introduction: We conducted a national survey to characterize current Canadian procedural skills training in Undergraduate Medical Education (UGME). The goals were to identify the most important procedures students should know upon graduation and assess clinician-educator perceptions regarding imple...

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Autores principales:	Frank Battaglia, Céline Sayed, Maria Merlano, Meghan McConnell, Christopher Ramnanan, Jennifer Rowe, Hao Wang, Vishesh Patel, Nikhil Rastogi
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/d97ae23676614ebbad10120183e1e07c
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spelling	oai:doaj.org-article:d97ae23676614ebbad10120183e1e07c2021-12-01T22:38:42ZIdentifying essential procedural skills in Canadian undergraduate medical education10.36834/cmej.684941923-1202https://doaj.org/article/d97ae23676614ebbad10120183e1e07c2020-08-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/68494https://doaj.org/toc/1923-1202 Introduction: We conducted a national survey to characterize current Canadian procedural skills training in Undergraduate Medical Education (UGME). The goals were to identify the most important procedures students should know upon graduation and assess clinician-educator perceptions regarding implementation of a pre-clerkship procedural program. Methods: We distributed the survey to physician-educators across Canada’s 17 medical schools. Respondents were directed to an individualized survey that collected demographic data, physician-educator responses on essential procedural skills, as well as physician-educator opinions on the value of a pre-clerkship procedural training program. Results: The response rate for this survey was 21% (42 out of 201 distributed surveys were completed). The top 10 most important procedures identified by physician-educators included IV Access, Airway Management, Local anesthesia/field block, Casting, Spontaneous Vaginal Delivery, Testing for STIs, Phlebotomy, Suturing of Lacerations, Nasogastric Tube Insertion, and Venipuncture. Physician-educators supported a pre-clerkship procedural program. Conclusions: Identifying the most crucial procedural skills is the first step in implementing a competency-based procedural skills training program for Canadian medical students. With the list of essential skills, and the support for physician-educators in developing a pre-clerkship procedural skills curriculum, hopefully there can be future development of formalized curricula. Frank BattagliaCéline SayedMaria MerlanoMeghan McConnellChristopher RamnananJennifer RoweHao WangVishesh PatelNikhil RastogiCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 6 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Frank Battaglia Céline Sayed Maria Merlano Meghan McConnell Christopher Ramnanan Jennifer Rowe Hao Wang Vishesh Patel Nikhil Rastogi Identifying essential procedural skills in Canadian undergraduate medical education
description	Introduction: We conducted a national survey to characterize current Canadian procedural skills training in Undergraduate Medical Education (UGME). The goals were to identify the most important procedures students should know upon graduation and assess clinician-educator perceptions regarding implementation of a pre-clerkship procedural program. Methods: We distributed the survey to physician-educators across Canada’s 17 medical schools. Respondents were directed to an individualized survey that collected demographic data, physician-educator responses on essential procedural skills, as well as physician-educator opinions on the value of a pre-clerkship procedural training program. Results: The response rate for this survey was 21% (42 out of 201 distributed surveys were completed). The top 10 most important procedures identified by physician-educators included IV Access, Airway Management, Local anesthesia/field block, Casting, Spontaneous Vaginal Delivery, Testing for STIs, Phlebotomy, Suturing of Lacerations, Nasogastric Tube Insertion, and Venipuncture. Physician-educators supported a pre-clerkship procedural program. Conclusions: Identifying the most crucial procedural skills is the first step in implementing a competency-based procedural skills training program for Canadian medical students. With the list of essential skills, and the support for physician-educators in developing a pre-clerkship procedural skills curriculum, hopefully there can be future development of formalized curricula.
format	article
author	Frank Battaglia Céline Sayed Maria Merlano Meghan McConnell Christopher Ramnanan Jennifer Rowe Hao Wang Vishesh Patel Nikhil Rastogi
author_facet	Frank Battaglia Céline Sayed Maria Merlano Meghan McConnell Christopher Ramnanan Jennifer Rowe Hao Wang Vishesh Patel Nikhil Rastogi
author_sort	Frank Battaglia
title	Identifying essential procedural skills in Canadian undergraduate medical education
title_short	Identifying essential procedural skills in Canadian undergraduate medical education
title_full	Identifying essential procedural skills in Canadian undergraduate medical education
title_fullStr	Identifying essential procedural skills in Canadian undergraduate medical education
title_full_unstemmed	Identifying essential procedural skills in Canadian undergraduate medical education
title_sort	identifying essential procedural skills in canadian undergraduate medical education
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/d97ae23676614ebbad10120183e1e07c
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Identifying essential procedural skills in Canadian undergraduate medical education

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