BACKGROUND: Recent data do not exist on medical students' performance of and attitudes toward procedural and interpretive skills deemed important by medical educators. METHOD: A total of 171 medical students at seven medical schools were surveyed regarding frequency of performance, self-confidence, and perceived importance of 21 procedural and interpretive skills. RESULTS: Of the 122 responding students (71% response rate), a majority had never performed lumbar puncture, thoracentesis, paracentesis, or blood culture, and students reported lowest self-confidence in these skills. At least one-quarter of students had never performed phlebotomy, peripheral intravenous catheter insertion, or arterial blood sampling. Students perceived all 21 skills as important to learn and perform during medical school. CONCLUSION: Through the third year of medical school, a majority of students had never performed important procedures, and a substantial minority had not performed basic procedures. Students had low self-confidence in skills they rarely performed, but perceived all skills surveyed as important.
BACKGROUND: Recent data do not exist on medical students' performance of and attitudes toward procedural and interpretive skills deemed important by medical educators. METHOD: A total of 171 medical students at seven medical schools were surveyed regarding frequency of performance, self-confidence, and perceived importance of 21 procedural and interpretive skills. RESULTS: Of the 122 responding students (71% response rate), a majority had never performed lumbar puncture, thoracentesis, paracentesis, or blood culture, and students reported lowest self-confidence in these skills. At least one-quarter of students had never performed phlebotomy, peripheral intravenous catheter insertion, or arterial blood sampling. Students perceived all 21 skills as important to learn and perform during medical school. CONCLUSION: Through the third year of medical school, a majority of students had never performed important procedures, and a substantial minority had not performed basic procedures. Students had low self-confidence in skills they rarely performed, but perceived all skills surveyed as important.
Authors: Frederike Lund; Jobst-Hendrik Schultz; Imad Maatouk; Markus Krautter; Andreas Möltner; Anne Werner; Peter Weyrich; Jana Jünger; Christoph Nikendei Journal: PLoS One Date: 2012-03-12 Impact factor: 3.240
Authors: Christoph Nikendei; Julia Huber; Jan Stiepak; Daniel Huhn; Jan Lauter; Wolfgang Herzog; Jana Jünger; Markus Krautter Journal: BMC Med Educ Date: 2014-04-02 Impact factor: 2.463
Authors: Laura Thompson; Matthew Exline; Cynthia G Leung; David P Way; Daniel Clinchot; David P Bahner; Sorabh Khandelwal Journal: Med Educ Online Date: 2016-05-23