Tips for teaching procedural skills
Abstract The teaching of procedural skills required for clinical practice remains an ongoing challenge in healthcare education. Health professionals must be competent to perform a wide range of clinical skills, and are also regularly required to teach these clinical skills to their peers, junior sta...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2020-12-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-020-02284-1 |
| _version_ | 1818602537620602880 |
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| author | Annette Burgess Christie van Diggele Chris Roberts Craig Mellis |
| author_facet | Annette Burgess Christie van Diggele Chris Roberts Craig Mellis |
| author_sort | Annette Burgess |
| collection | DOAJ |
| description | Abstract The teaching of procedural skills required for clinical practice remains an ongoing challenge in healthcare education. Health professionals must be competent to perform a wide range of clinical skills, and are also regularly required to teach these clinical skills to their peers, junior staff, and students. Teaching of procedural skills through the use of frameworks, observation and provision of feedback, with opportunities for repeated practice assists in the learners’ acquisition and retention of skills. With a focus on the teaching of non-complex skills, this paper explores how skills are learned; ways to improve skill performance; determining competency; and the provision of effective feedback. |
| first_indexed | 2024-12-16T13:08:51Z |
| format | Article |
| id | doaj.art-2befc27b0a58458b9f4b05564aaf3d0a |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-16T13:08:51Z |
| publishDate | 2020-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-2befc27b0a58458b9f4b05564aaf3d0a2022-12-21T22:30:39ZengBMCBMC Medical Education1472-69202020-12-0120S21610.1186/s12909-020-02284-1Tips for teaching procedural skillsAnnette Burgess0Christie van Diggele1Chris Roberts2Craig Mellis3The University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, The University of SydneyThe University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of SydneyThe University of Sydney, Faculty of Medicine and Health, Sydney Medical School - Education Office, The University of SydneyThe University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Central Clinical School, The University of SydneyAbstract The teaching of procedural skills required for clinical practice remains an ongoing challenge in healthcare education. Health professionals must be competent to perform a wide range of clinical skills, and are also regularly required to teach these clinical skills to their peers, junior staff, and students. Teaching of procedural skills through the use of frameworks, observation and provision of feedback, with opportunities for repeated practice assists in the learners’ acquisition and retention of skills. With a focus on the teaching of non-complex skills, this paper explores how skills are learned; ways to improve skill performance; determining competency; and the provision of effective feedback.https://doi.org/10.1186/s12909-020-02284-1Procedural skills teachingPeyton’s four-step approachDetermining competencyProvision of feedbackDeliberate practice |
| spellingShingle | Annette Burgess Christie van Diggele Chris Roberts Craig Mellis Tips for teaching procedural skills BMC Medical Education Procedural skills teaching Peyton’s four-step approach Determining competency Provision of feedback Deliberate practice |
| title | Tips for teaching procedural skills |
| title_full | Tips for teaching procedural skills |
| title_fullStr | Tips for teaching procedural skills |
| title_full_unstemmed | Tips for teaching procedural skills |
| title_short | Tips for teaching procedural skills |
| title_sort | tips for teaching procedural skills |
| topic | Procedural skills teaching Peyton’s four-step approach Determining competency Provision of feedback Deliberate practice |
| url | https://doi.org/10.1186/s12909-020-02284-1 |
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