In undergraduate medical education,udstudents are expected to achieveudcompetence in procedural skills (e.g.udsuturing a wound, inserting a urinaryudcatheter). In the United Kingdom,udmost medical schools have clinicaludskills laboratories in which studentsudpractise technical procedural skills onudsimulated models before performingudthem under supervision on realudpatients. Although traditionallyudthe focus of assessment, technicaludskill is just one component of theudprocedure and when studentsudwork in clinical settings they needudto be able to integrate technicaludwith communication skills andudto respond to contextual stimuliud(e.g. interruptions by staff,udequipment unavailable).
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