Document Type : Original Article
Authors
1
Head of Medical Education Department, Faculty of Medicine, Tanta University professor of Histology and cell biology , Faculty of Medicine, Tanta University
2
Member of Medical Education Department, Faculty of Medicine, Tanta University, El-Geesh St, Tanta, Egypt. Assistant Professor of Medical Biochemistry & Molecular Biology
3
Department of Histology, faculty of medicine, Tanta university
4
Physiology department, Faculty of medicine, Tanta University
5
Physical Therapy for Women's Health Department, Faculty of Physical Therapy, Cairo University, Cairo, Egypt
6
Medical Microbiology and Immunology, Faculty of Medicine, Tanta University
7
Forensic Medicine and Clinical Toxicology, Faculty of Medicine, Tanta University,
8
General and Pediatric Surgery, Faculty of Medicine, Tanta University, Tanta
Abstract
Background: Medical education has adopted an integrated competency-based approach that combines theory and practice. This approach aims to produce not only competent but also confident, motivated, and well-rounded healthcare professionals. There is, however, relatively little research on the effectiveness of early pre-clinical skills teaching done that might have implications at Tanta University.
Aim: The aim of this research is to scrutinize how well the pre-clinical skill modules at the Faculty of Medicine, Tanta University, prepare students for the clinical part of their clerkship training.
Method: A cross-sectional study took place over eight months with 352 medical students in their fourth and fifth years at Tanta University. Data were collected via an online self-administered questionnaire, employing a five-point Likert scale to gauge students' perceptions. An expert panel validated the questionnaire for both validity and reliability with a Cronbach's alpha of 0.966, indicating excellent internal consistency.
Results: A significant number of students reported that pre-clinical courses effectively prepared them for clinical roles, improving their confidence and communication skills. Nonetheless, 31% expressed doubts regarding their readiness for real-life patient interactions, indicating a need for increased hands-on procedural practice. Gender differences were noted, with female students demonstrating greater confidence in communication and medical history skills essential for successful patient interactions.
Conclusion: The pre-clinical skills modules were generally well-received, effectively preparing students for their clinical years. However, enhancements are needed, particularly in providing more practical experiences and better integration with simulated clinical practice.
Keywords
Main Subjects
)
View on SCiNiTO