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Utilization of SPs as Preceptors for Clinical Skills Stations

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/9076

Utilization of SPs as Preceptors for Clinical Skills Stations

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Title: Utilization of SPs as Preceptors for Clinical Skills Stations
Author: Persinger, Kim
Subject(s): SPs, Preceptors, Skills Stations
Abstract:  Highlight the value of utilizing SPs as preceptors for clerkship specific clinical skills stations in 3rd year OSCEs. Using a checklist, SPs observe students’ ability to perform specific tasks, procedures, and manual techniques on passive models. Methods  Simulation stations used are created from established Clerkship Performance Learning Objectives.  SPs are selected based on the specific task or procedure students are required to demonstrate. For example, a man who is a GTA is assigned to be the preceptor for the prostate model.  Faculty train SPs to the model they’ll be assigned, the checklist they’ll complete.  SPs are provided with written instructions and checklists to complete.  Students are given a setting and a brief scenario and instructed to perform a specific task or procedure, such as insertion of a Foley catheter.  SPs interact with the student minimally during the station.  SPs, using the checklist as a guide, provide immediate feedback to the student about the task or procedure. Results Advantages to curriculum:  Feedback loop to curriculum.  Saves time and money by using passive models instead of GTAs and allows for standardized assessment of clinical procedures and skills.  Utilize a low-tech method to meet the established goals of the OSCE.  Successful assessment of clinical skills stations for 3rd year medical student OSCEs can easily be modified and enhanced for use in other health science arenas, including nursing. Advantages to students:  Allow students to demonstrate mastery of core body of knowledge essential for competent clinical practice.  Guide faculty teaching efforts.  Guide and enhance student learning.  Allow students to practice some examinations and maneuvers that can be extremely sensitive in an untraditional, non-clinical environment.  Allow GTAs to share their knowledge with students in a less formal, personal environment. Advantages to SPs:  Allow richer experience for SPs that compliments their future use in clinical assessments.  Allow GTAs to share their knowledge with students in a less formal, personal environment.  SPs enjoy using the models.
Date: 2007
Description: Poster
URI: http://hdl.handle.net/1928/9076

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