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Clinical skills training, which was first used in the early eighteenth century, has gained an important place in modern medical education today. Clinical skills labs (CSL) help students achieve clinical proficiency be fore encountering patients. It is known that traditional medicine education is insufficient for students to acquire basic clinical skills. A similar problem is faced by students in Veterinary Medicine education. Therefore, clinical skill straining should be created in such a way that students can benefit effectively in Veterinary Medicine education. In this study, using the example of Erciyes University Faculty of Veterinary Medicine, the opinions and satisfaction levels of Veterinary Medicine students about CSL were determined. The rate of students who think that the use of CSL is beneficial for veterinary education was determined as 44.1%. 83.8% of the students described CSL as one of the important links of Veterinary Medicine education, and 84.5% of them stated that CSL should be widespread in Veterinary Faculties. [ABSTRACT FROM AUTHOR]

Background: Clinical Skills Laboratory (CSL) was established at Foundation University Medical College (FUMC) in year 2009 with the introduction of integrated modular teaching program. A structured integrated curriculum was introduced from the Class of year 2013 for learning of clinical skills at CSL. This study was conducted to evaluate the effect of introducing the new curriculum on student's performance in CSL. Methods: A comparative analytical study was conducted. The OSCE scores of group A (Class of year 2011) were compared with group B (Class of 2013). Data collection tool was institutional checklist. The OSCE stations were of General Physical Examination (GPE), history taking, systemic examination of Gastrointestinal tract and communication skills. Reliability of the scores was estimated through Cronbach α. Mean scores of the two groups were compared using the independent sample t test and Mann Whitney U-test. Chi-square test was used to compare variables (years, gender and educational background). Comparison of student scores at different components of OSCE using Analysis of Variance (ANOVA) was done. Results: Reliability of scores was 0.65 for group B and 0.52 for group A. comparison of overall scores of the two groups reflected improved performance in the group B (p 0.001). Comparison of scores at different components of OSCE using ANOVA also reflected better performance of group B (p<0.01). OSCE scores of both the groups were also correlated for gender and educational background. No difference was found in the two groups on the basis of gender and educational background. Conclusion: To enhance the value of clinical skills training and to make it more effective, skill lab curriculum must be structured and integrated within the undergraduate curriculum. [ABSTRACT FROM AUTHOR]

A system has been developed to simulate transport in a medical emergency vehicle with the intent of assisting paramedics improve their skills in en-route cannulation. En-route cannulation makes pre-hospital venous access possible, which in turns helps to minimize the risk of lengthening transfer times. The system is designed to attain full monitoring of transport conditions, not just in the spatial but also in the temporal sense, and to physically recreate these parameters on a fabricated six degree of freedom simulator system. Tests conducted revealed the viability of applying an inertial measurement unit board sensor to collect data from a vehicle during transport and to subsequently reproduce the exact motions encountered on the simulator. It was found that a smartphone could be used to collect transport data that are dominated by perturbations in the O (10 1 ) Hertz scale. With a training arm for venipuncture placed on the simulator, a preliminary study conducted with six participants showed more pronounced performance deterioration amongst those who were untrained in cannulation when the simulator was switched on. The demonstrated system has features that make it amenable for incorporation into a clinical skills laboratory setting. [ABSTRACT FROM AUTHOR]

Objective: Drug application skills are often used in clinical education years and medical practice and generally appear in the lists of occupational risks and medical errors. The aim of this study was to emphasize the importance of drug application skills in medical education and to assess our clinical skills laboratory via analyzing students' feedbacks. Methods: A three and a half years period of drug application skills education was investigated, retrospectively. The results of 2671 feedbacks in nine categories were analyzed in respect to academic years and skills. Results: Planned steps fort the drug application skills education (p=0.018), level of making the skill alone (p=0.000), approach of the educator (p=0.026) and general satisfaction of having the skills education (p=0.016) were statistically improved during years. Although there was not a difference between academic years in total scores of feedbacks (p=0.088), the difference was significant between subcutaneous injection and intravenous injection and intravenous serum application (p=0.004). Conclusion: This study shows that drug application skills education in clinical skills laboratory is valued positively by the students. [ABSTRACT FROM AUTHOR]