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Premium member Presentation Transcript Introduction to Skillslab Methodology : 09/11/2010 Introduction to Skillslab Methodology 1 Introduction to Skillslab Methodology General background & its inception and current implementation in KMTC SNACC, 2010 The basic question : 09/11/2010 Introduction to Skillslab Methodology 2 The basic question How do we want our graduates to perform after they qualify? The basic answer : 09/11/2010 Introduction to Skillslab Methodology 3 The basic answer As competent health workers What makes competent health workers? : 09/11/2010 Introduction to Skillslab Methodology 4 What makes competent health workers? Specific competencies necessary to fulfill their specific function: Knowledge, skills and attitudes Generic competencies necessary to fulfill their function: Critical thinking Problem solving skills Life long learning How can we achieve this? : 09/11/2010 Introduction to Skillslab Methodology 5 How can we achieve this? Improve resources More and better teachers More and better books More and better models More and better clinical areas Internet connection Journal subscription Improve “raw material” Select bright students Students to work hard Fewer students Improve teaching and learning methods To enhance acquisition of relevant specific and generic competencies Skillslab Methodology – general background (1) : 09/11/2010 Introduction to Skillslab Methodology 6 Skillslab Methodology – general background (1) Developed in response to similar questions to the ones we just discussed Theoretical background: social constructivism – main ideas: Competency based learning Student centred learning Skillslab Methodology suitable to acquire both specific and generic competencies What is Skillslab Methodology? : 09/11/2010 Introduction to Skillslab Methodology 7 What is Skillslab Methodology? Skillslab = A patient-independent environment … where students practice … in small groups … in a wide area of skills Until they acquire basic mastery of these skills Characteristics of Skillslab Methodology (1) : 09/11/2010 Introduction to Skillslab Methodology 8 Characteristics of Skillslab Methodology (1) Patient independent = Practice on fellow students: Communication skills Physical examination skills Practice on manikins: Procedures Intimate / otherwise impossible physical examination Practice on simulated patients: Communication skills Characteristics of Skillslab Methodology (2) : 09/11/2010 Introduction to Skillslab Methodology 9 Characteristics of Skillslab Methodology (2) Students practice = Focus is NOT on demonstration by the trainer Focus is on actual practice by ALL students Characteristics of Skillslab Methodology (3) : 09/11/2010 Introduction to Skillslab Methodology 10 Characteristics of Skillslab Methodology (3) Small groups = Possible for all students in the group to practice and get feedback Learning from seeing others practice without getting bored Friendly environment – allowed to make mistakes and ask questions Ideal groups: 5-8 students Characteristics of Skillslab Methodology (4) : 09/11/2010 Introduction to Skillslab Methodology 11 Characteristics of Skillslab Methodology (4) Wide area of skills = Communication skills Physical examination skills Diagnostic and therapeutic procedures Basic life support First aid Characteristics of Skillslab Methodology (5) : 09/11/2010 Introduction to Skillslab Methodology 12 Characteristics of Skillslab Methodology (5) Until they achieve basic mastery = Bottom line: student will not be a danger to patients Need to assess before attachment to the clinical area, e.g. through OSCE Advanced mastery to be achieved through: Working under supervision in the wards Continuous practice in the skillslab – peer education Acquisition of competency - 1 : 09/11/2010 Introduction to Skillslab Methodology 13 Acquisition of competency - 1 Pre-session period: Acquisition of knowledge related to the competency: General knowledge related to the competency Specific knowledge about related skill(s) Acquisition of understanding how this knowledge is relevant to assist patients Acquisition of competency - 2 : 09/11/2010 Introduction to Skillslab Methodology 14 Acquisition of competency - 2 Session period: Trainer-led sessions (regular curriculum) Independent sessions (peer education) Acquisition of skills, attitudes and additional knowledge Application to imaginary cases Acquisition of competency - 3 : 09/11/2010 Introduction to Skillslab Methodology 15 Acquisition of competency - 3 Post-Session period: OSCE Assessment of skills and attitudes Assessment of knowledge?! Assessment of application to imaginary cases?! Practice in the wards Continuing peer education Perfecting knowledge, skills and attitudes Skillslab as a bridge : 09/11/2010 Introduction to Skillslab Methodology 16 Skillslab as a bridge Like teaching and learning methods generally … THEORY CLINICAL PRACTICE Skillslab:Advantages for pre-service training : 09/11/2010 Introduction to Skillslab Methodology 17 Skillslab:Advantages for pre-service training Students gain confidence in a safe environment The methodology stimulates integration of knowledge, skills and attitudes Practice can be repeated as necessary Complex skills can be unravelled in several simple skills Possible to increase difficulty and integration of skills with the progress of the course Example: Increasing complexity of skills : 09/11/2010 Introduction to Skillslab Methodology 18 Example: Increasing complexity of skills Practice basic communication skills: students & trainer only: Practice integration of basic comskills during history taking session Students and trainer only Active listening Non verbal behaviour Giving and receiving feedback Asking questions Summarizing Exploring emotions Practice integration of basic comskills during history taking session Students, trainer and simulated patients Practice advanced communication skills Health education students & trainer Health education Students, trainer, SP Counselling students & trainer Counselling Students, trainer, SP Bad news students & trainer Psychiatry students & trainer Bad news Students, trainer, SP Psychiatry Students, trainer, SP Skillslab:Advantages for in-service training : 09/11/2010 Introduction to Skillslab Methodology 19 Skillslab:Advantages for in-service training Important contribution to continued professional development Repeat practice of skills not often used (e.g. BLS, breech delivery) Repeat practice of skills when changing work environment (e.g. lumbar puncture when transferring from FP-clinic to paediatrics) Improvement through mutual feedback on performance in a group session A short history of Skillslab in KMTC : 09/11/2010 Introduction to Skillslab Methodology 20 A short history of Skillslab in KMTC 1999: Identification of a problem with KMTC graduates – not skilled enough according to the Ministry of Health 2000 – 2004: Pilot project in MTC Nairobi – Introduction of Skillslab Methodology in the departments Nursing & Clinical Medicine 2004 – 2008: Skillslab Expansion Project – all departments Nursing & Clinical Medicine in KMTC 2009 - … Other schools, other departments … Challenges in expansion phase : 09/11/2010 Introduction to Skillslab Methodology 21 Challenges in expansion phase Integration in curricula and time tables of both departments Assisting KMTC in moving away from the extreme teacher-centredness in the teaching and learning methods Production and procurement of supportive learning materials Initiating the support centre: SNACC Successes in the expansion phase : 09/11/2010 Introduction to Skillslab Methodology 22 Successes in the expansion phase Curricula CM and Nursing adjusted Integration in timetables / master rotation Integration in budgeting of the colleges Production of learning guides, procedure manuals and logbooks Sensitisation and increasingly positive attitude towards skillslab in most trainers and virtually all students Many colleges changing towards CBL and SCL (SCL introduced in 9, peer education in 15 colleges) Positive feedback from the clinical areas First research results coming out indicating improved practical performance of students Nursing : 09/11/2010 Introduction to Skillslab Methodology 23 Nursing Integrated in the block system Several skills identified per block Time in master rotation according to the number of skills identified per block Mostly skillslab at the end of every block / sometimes integrated with theory in that block OSCE – at least once per year / most schools after every block before release to clinical area Clinical Medicine – year 1 : 09/11/2010 Introduction to Skillslab Methodology 24 Clinical Medicine – year 1 Semester 1: Sessions: communication skills, history taking basic physical examination, basic nursing skills (60 SEH of which 22 SEH supervised) OSCE 1 Semester 2: Sessions: physical examination, nursing skills, first aid, basic life support (90 SEH of which 26 SEH supervised) OSCE 2 & 3 Mark junior clerkship = average OSCE 1, 2, 3 Semester 3: Sessions: Community health, medical, surgical, RH and paediatric skills (90 SEH of which 36 hours supervised) OSCE 4 Mark intermediate clerkship: 40% from OSCE 4 + 60% from clerkships (logbook score) Slide 25: 09/11/2010 Introduction to Skillslab Methodology 25 Thank you! 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TOT Day 1-1 Intro to Skillslab Methodology nboruett Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 75 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: November 09, 2010 This Presentation is Public Favorites: 0 Presentation Description No description available. Comments Posting comment... Premium member Presentation Transcript Introduction to Skillslab Methodology : 09/11/2010 Introduction to Skillslab Methodology 1 Introduction to Skillslab Methodology General background & its inception and current implementation in KMTC SNACC, 2010 The basic question : 09/11/2010 Introduction to Skillslab Methodology 2 The basic question How do we want our graduates to perform after they qualify? The basic answer : 09/11/2010 Introduction to Skillslab Methodology 3 The basic answer As competent health workers What makes competent health workers? : 09/11/2010 Introduction to Skillslab Methodology 4 What makes competent health workers? Specific competencies necessary to fulfill their specific function: Knowledge, skills and attitudes Generic competencies necessary to fulfill their function: Critical thinking Problem solving skills Life long learning How can we achieve this? : 09/11/2010 Introduction to Skillslab Methodology 5 How can we achieve this? Improve resources More and better teachers More and better books More and better models More and better clinical areas Internet connection Journal subscription Improve “raw material” Select bright students Students to work hard Fewer students Improve teaching and learning methods To enhance acquisition of relevant specific and generic competencies Skillslab Methodology – general background (1) : 09/11/2010 Introduction to Skillslab Methodology 6 Skillslab Methodology – general background (1) Developed in response to similar questions to the ones we just discussed Theoretical background: social constructivism – main ideas: Competency based learning Student centred learning Skillslab Methodology suitable to acquire both specific and generic competencies What is Skillslab Methodology? : 09/11/2010 Introduction to Skillslab Methodology 7 What is Skillslab Methodology? Skillslab = A patient-independent environment … where students practice … in small groups … in a wide area of skills Until they acquire basic mastery of these skills Characteristics of Skillslab Methodology (1) : 09/11/2010 Introduction to Skillslab Methodology 8 Characteristics of Skillslab Methodology (1) Patient independent = Practice on fellow students: Communication skills Physical examination skills Practice on manikins: Procedures Intimate / otherwise impossible physical examination Practice on simulated patients: Communication skills Characteristics of Skillslab Methodology (2) : 09/11/2010 Introduction to Skillslab Methodology 9 Characteristics of Skillslab Methodology (2) Students practice = Focus is NOT on demonstration by the trainer Focus is on actual practice by ALL students Characteristics of Skillslab Methodology (3) : 09/11/2010 Introduction to Skillslab Methodology 10 Characteristics of Skillslab Methodology (3) Small groups = Possible for all students in the group to practice and get feedback Learning from seeing others practice without getting bored Friendly environment – allowed to make mistakes and ask questions Ideal groups: 5-8 students Characteristics of Skillslab Methodology (4) : 09/11/2010 Introduction to Skillslab Methodology 11 Characteristics of Skillslab Methodology (4) Wide area of skills = Communication skills Physical examination skills Diagnostic and therapeutic procedures Basic life support First aid Characteristics of Skillslab Methodology (5) : 09/11/2010 Introduction to Skillslab Methodology 12 Characteristics of Skillslab Methodology (5) Until they achieve basic mastery = Bottom line: student will not be a danger to patients Need to assess before attachment to the clinical area, e.g. through OSCE Advanced mastery to be achieved through: Working under supervision in the wards Continuous practice in the skillslab – peer education Acquisition of competency - 1 : 09/11/2010 Introduction to Skillslab Methodology 13 Acquisition of competency - 1 Pre-session period: Acquisition of knowledge related to the competency: General knowledge related to the competency Specific knowledge about related skill(s) Acquisition of understanding how this knowledge is relevant to assist patients Acquisition of competency - 2 : 09/11/2010 Introduction to Skillslab Methodology 14 Acquisition of competency - 2 Session period: Trainer-led sessions (regular curriculum) Independent sessions (peer education) Acquisition of skills, attitudes and additional knowledge Application to imaginary cases Acquisition of competency - 3 : 09/11/2010 Introduction to Skillslab Methodology 15 Acquisition of competency - 3 Post-Session period: OSCE Assessment of skills and attitudes Assessment of knowledge?! Assessment of application to imaginary cases?! Practice in the wards Continuing peer education Perfecting knowledge, skills and attitudes Skillslab as a bridge : 09/11/2010 Introduction to Skillslab Methodology 16 Skillslab as a bridge Like teaching and learning methods generally … THEORY CLINICAL PRACTICE Skillslab:Advantages for pre-service training : 09/11/2010 Introduction to Skillslab Methodology 17 Skillslab:Advantages for pre-service training Students gain confidence in a safe environment The methodology stimulates integration of knowledge, skills and attitudes Practice can be repeated as necessary Complex skills can be unravelled in several simple skills Possible to increase difficulty and integration of skills with the progress of the course Example: Increasing complexity of skills : 09/11/2010 Introduction to Skillslab Methodology 18 Example: Increasing complexity of skills Practice basic communication skills: students & trainer only: Practice integration of basic comskills during history taking session Students and trainer only Active listening Non verbal behaviour Giving and receiving feedback Asking questions Summarizing Exploring emotions Practice integration of basic comskills during history taking session Students, trainer and simulated patients Practice advanced communication skills Health education students & trainer Health education Students, trainer, SP Counselling students & trainer Counselling Students, trainer, SP Bad news students & trainer Psychiatry students & trainer Bad news Students, trainer, SP Psychiatry Students, trainer, SP Skillslab:Advantages for in-service training : 09/11/2010 Introduction to Skillslab Methodology 19 Skillslab:Advantages for in-service training Important contribution to continued professional development Repeat practice of skills not often used (e.g. BLS, breech delivery) Repeat practice of skills when changing work environment (e.g. lumbar puncture when transferring from FP-clinic to paediatrics) Improvement through mutual feedback on performance in a group session A short history of Skillslab in KMTC : 09/11/2010 Introduction to Skillslab Methodology 20 A short history of Skillslab in KMTC 1999: Identification of a problem with KMTC graduates – not skilled enough according to the Ministry of Health 2000 – 2004: Pilot project in MTC Nairobi – Introduction of Skillslab Methodology in the departments Nursing & Clinical Medicine 2004 – 2008: Skillslab Expansion Project – all departments Nursing & Clinical Medicine in KMTC 2009 - … Other schools, other departments … Challenges in expansion phase : 09/11/2010 Introduction to Skillslab Methodology 21 Challenges in expansion phase Integration in curricula and time tables of both departments Assisting KMTC in moving away from the extreme teacher-centredness in the teaching and learning methods Production and procurement of supportive learning materials Initiating the support centre: SNACC Successes in the expansion phase : 09/11/2010 Introduction to Skillslab Methodology 22 Successes in the expansion phase Curricula CM and Nursing adjusted Integration in timetables / master rotation Integration in budgeting of the colleges Production of learning guides, procedure manuals and logbooks Sensitisation and increasingly positive attitude towards skillslab in most trainers and virtually all students Many colleges changing towards CBL and SCL (SCL introduced in 9, peer education in 15 colleges) Positive feedback from the clinical areas First research results coming out indicating improved practical performance of students Nursing : 09/11/2010 Introduction to Skillslab Methodology 23 Nursing Integrated in the block system Several skills identified per block Time in master rotation according to the number of skills identified per block Mostly skillslab at the end of every block / sometimes integrated with theory in that block OSCE – at least once per year / most schools after every block before release to clinical area Clinical Medicine – year 1 : 09/11/2010 Introduction to Skillslab Methodology 24 Clinical Medicine – year 1 Semester 1: Sessions: communication skills, history taking basic physical examination, basic nursing skills (60 SEH of which 22 SEH supervised) OSCE 1 Semester 2: Sessions: physical examination, nursing skills, first aid, basic life support (90 SEH of which 26 SEH supervised) OSCE 2 & 3 Mark junior clerkship = average OSCE 1, 2, 3 Semester 3: Sessions: Community health, medical, surgical, RH and paediatric skills (90 SEH of which 36 hours supervised) OSCE 4 Mark intermediate clerkship: 40% from OSCE 4 + 60% from clerkships (logbook score) Slide 25: 09/11/2010 Introduction to Skillslab Methodology 25 Thank you!