Setting up Clinical Skill Center at a Teaching Hospital
Date Issued
2007
Date
2007
Author(s)
Lu, Chih-Cheng
DOI
zh-TW
Abstract
A university-affiliated medical center is committed with 3 major missions, teaching, research, and service, of which the most important one is to provide medical students with training activities. As a medical center is the major place for the clinical training of medical doctors, there are very busy daily teaching activities in the various departments of a medical center. Through direct contacts with the patients, medical students learn and accumulate clinical experiences, clinical knowledge, clinical skills, and professional attitudes and ethics to become a competent doctor that meets the expectation of the society.
The use of standardized patients as an objective way for the evaluation of the clinical skills of medical students is gradually coming into fashion, as the national board examinations in the US, Canada, and Japan, have all included tests for clinical skills. Accordingly, in most medical centers in the US, Europe, and Japan, the evaluation of medical students has shifted its emphasis from medical knowledge to clinical skills. However, our national board examination is still tilted towards medical knowledge at the sacrifice of clinical skills, professional ethics, and the skills of patient-doctor relationships. Additionally, our examination is restricted to a multiple-choice format, making it very difficult to obtain multidimensional data for a complete evaluation of the examinee. Therefore, it is urgent for us to set up a clinical skill center for the training and evaluation of the clinical skills of our medical students.
This paper focuses on the establishment of a clinical skill center that meets international standards and answers the demands of our medical education system for effective clinical trainings, during a time when the medical system is reforming itself to integrate basic and clinical curriculum. The clinical skill center at teaching hospital, which has an active program for clinical skill training, was chosen for our study. An in-depth study, through primary and secondary data collection and literature analysis, was carried out on the clinical skill center, which was established in 2004 in response to the demands of the training of medical students. We covered the whole process from its conception, through various developments, into the actual existence. With actual experiences gained from this center, we try to clarify the role of a clinical skill center in the training of our medical doctors. Finally, after intensive surveys on the current status of the clinical skill centers in our country, we have the following conclusions and proposals:
Conclusions
First, focus on the evaluation of clinical skills, not only of medical doctors but also of all medical professionals, in order to
1) enforce the mechanism of evaluation and,
2) improve the quality of medical cares.
Second, charge a task force specifically for the set up of the clinical skill center that
1) have extensive covers of all relevant clinical skills, and
2) function as both a training center and and a test center
Third, model after the clinical skill center at the National Taiwan University Hospital, because it
1) is well-equipped with essential and accessory facilities
2) has a digitalized audio-visual system for safety monitor
3) employs full-time faculties for the teaching and curriculum development
4) has been highly demanded since the initial phase of its establishment
Proposals
1. There should be funds specific for the implementation of clinical skill tests
2. There should be a national center for clinical skill training, with regional sub-centers for clinical skill tests
3. The medical licensing process should be in 2 parts, knowledge and skill.
4. There is a good opportunity for the establishment of an Asian simulation training center
Subjects
臨床能力
臨床技能中心
teaching hospital
clinical competence
clinical skill centre
Type
thesis
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