Medical Students’ Perceptions on Skills Laboratory Training for Clerkship Preparedness at the University of Rwanda: A Pilot Study

Abstract

Background: The preclinical and skills laboratory training years of undergraduate medical education provide educational content in a structured learning whereas clerkship provides clinical training in a more experiential manner. Although early clinical skills training is emphasized in many medical schools today, students still feel unprepared about starting their clerkship. Aim: This study explored perceived challenges encountered by early clerkship students performing clinical skills learned in a skills laboratory. Methods: Self-administered questionnaires were distributed to ninety purposely selected medical students from year three to year six of the medical school of the University of Rwanda in the academic year 2012-2013. Questionnaire was answered anonymously by the participants. Descriptive statistics were used. Results were analysed in terms of distribution and percentages. Results: Sixty-eight self-administered questionnaires out of ninety distributed (76%) were returned. The results showed that a simulation exercise for preclinical years may be a valuable tool to increase knowledge and student self-confidence at a key transition period prior to beginning clerkship experience. Preclinical skills-laboratory enhances patients’ safety during medical students’ early clerkship years. Conclusions: Preclinical skills training in a skills laboratory is an important tool to increase knowledge and student self-confidence of medical students before beginning clerkship experience.