Tips for teaching procedural skills

被引：68

作者：

Burgess, Annette ^{[1
,2
]}

van Diggele, Christie ^{[2
,3
]}

Roberts, Chris ^{[1
,2
]}

Mellis, Craig ^{[4
]}

机构：

[1] Univ Sydney, Fac Med & Hlth, Sydney Med Sch, Educ Off, Edward Ford Bldg A27, Sydney, NSW 2006, Australia

[2] Univ Sydney, Fac Med & Hlth, Sydney Hlth Profess Educ Res Network, Sydney, NSW, Australia

[3] Univ Sydney, Fac Med & Hlth, Sydney, NSW, Australia

[4] Univ Sydney, Sydney Med Sch, Fac Med & Hlth, Cent Clin Sch, Sydney, NSW, Australia

来源：

BMC MEDICAL EDUCATION | 2020年 / 20卷 / Suppl 2期

关键词：

Procedural skills teaching; Peyton's four-step approach; Determining competency; Provision of feedback; Deliberate practice; PSYCHOMOTOR-SKILLS; CLINICAL SKILLS; 5-STEP METHOD; PERFORMANCE; ACQUISITION;

D O I：

10.1186/s12909-020-02284-1

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页数：6

共 26 条

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