Why Us? >>

  • - Open Access
  • - Peer-reviewed
  • - Rapid publication
  • - Lifetime hosting
  • - Free indexing service
  • - Free promotion service
  • - More citations
  • - Search engine friendly

Free SCIRP Newsletters>>

Add your e-mail address to receive free newsletters from SCIRP.

 

Contact Us >>

WhatsApp  +86 18163351462(WhatsApp)
   
Paper Publishing WeChat
Book Publishing WeChat
(or Email:book@scirp.org)

Article citations

More>>

T. S. Wang, J. L. Schwartz, D. J. Karimipour, J. S. Orringer, T. Hamilton and T. M. Johnson, “An Education Theory—Based Method to Teach a Procedural Skill,” Archives of Dermatology, Vol. 140, No. 11, 2004, pp. 1357-1361. http://dx.doi.org/10.1001/archderm.140.11.1357

has been cited by the following article:

  • TITLE: Dermatology Procedural and Surgical Skills Workshop for Medical and Physician Assistant Students

    AUTHORS: Julie Martin, Sheila Z. Jalalat, Richard F. Wagner

    KEYWORDS: Procedural Skills; Workshop; Dermatology; Residents; Medical Students

    JOURNAL NAME: Journal of Cosmetics, Dermatological Sciences and Applications, Vol.3 No.3B, November 27, 2013

    ABSTRACT: Background: Evidence indicating the limited amount of hands-on experience in the current era of medical training has raised concern regarding students’ development and potential deficiencies in the performance of basic procedural skills. Studies have demonstrated the value of surgical workshops for medical students; however evaluation of improved student performance during future clerkships or residencies has yet to be assessed. We initiated and evaluated a resident-led surgical skills workshop for students through the Department of Dermatology. Methods: Participants received instructions on surgical tools/techniques followed by hands-on practice. Anonymous surveys administered to 24 medical and physician assistant students assessed their skill level, confidence level, and likelihood of using surgical skills in future practice preand post-workshop using a 1 - 5 Likert scale. Overall experience was also assessed. Non-parametric bivariate tests were used for analysis to account for non-normal distribution of the data. Results: There was a statistically significant change in skill (p = 0.0001) and confidence (p = 0.0001) level post workshop. There was no significant difference in utility. There were also no statistically significant differences based on the year of medical student training, medical student versus physician assistant student responses, or number of procedures performed prior to the workshop. Estimated cost per participant was $5.65. Conclusions: Research supports our finding that workshop learning experiences increase students’ ability to perform common procedural skills, their confidence, and desire to practice such skills. Further studies are necessary to determine the impact of these skills workshops on long-term clinical performance in future clerkships and residencies.