Station-based deconstructed training model for teaching procedural skills to medical students: A quasi-experimental study

Abstract

Background: Every procedural skill consists of some microskills. One of the effective techniques for teaching a main procedural skill is to deconstruct the skill into a series of microskills and train students on each microskill separately. When we learn microskills, we will learn the main skill also. This model can be beneficial for tuition on procedural skills. Objective: In this study, we propose a stationed-based deconstructed training model for tuition of each microskill, and then we assessed the medical students’ self-perceived abilities. Methods: This quasi-experimental study was conducted in 268 medical students (536 matched pre-and post-questionnaires) at the surgical clerkship stage during five consecutive years in three teaching and learning groups. In this study, we taught each skill in 10 steps (proposed model) to the students. We then evaluated the students’ self-perceived abilities using a pre-and post-self-assessment technique. SPSS v13 software with one-way analysis of variance and paired t-tests were used for data collection and analysis. Results: Assessment of medical students’ perceived abilities before and after training showed a significant improvement (P < 0.001) in both cognitive and practical domains. There were also significant differences between the three teaching and learning groups (P < 0.001). There were no significant differences for the different years of training regarding the observed improvement. Conclusion: This study suggests that deconstructing the practical skills into microskills and tuition of those microskills via the separated structured educational stations is effective according to the students’ self-ratings.