Ta. Parrino et Nf. Parrino, THE ACQUISITION OF PRACTICAL SKILLS BY US MEDICAL-STUDENTS, The American journal of the medical sciences, 307(3), 1994, pp. 163-166
Increasing interest in skills training has been prompted by concerns o
ver risks posed by new, complex clinical environments and the need for
medical students to function effectively in such settings. To gain a
better idea of the type of instruction currently provided to U.S. medi
cal students, a national survey was conducted in 1991. A survey instru
ment was prepared after a literature review on practical skills traini
ng. Eleven skill and knowledge areas were selected for analysis; six w
ere considered ''basic'' and five ''advanced.'' Mailings were directed
to the deans of 126 U.S. medical schools. Based on a 94% response rat
e (118/126), the skill and knowledge areas taught most commonly includ
ed universal precautions, phlebotomy, intravenous line placement, adva
nced cardiac life support, and suturing lacerations. Fifty-one (43%) o
f 118 respondents reported that they conducted ''transition courses''
for practical skills training. At most such institutions, basic skills
were taught more frequently than advanced skills. Where there was no
transition course, formal instruction was provided in standing courses
and clerkships. The survey indicates that five skill areas are formal
ly taught in the majority of U.S. medical schools. These include unive
rsal precautions, phlebotomy, starting intravenous lines, suturing lac
erations, and advanced cardiac life support. In most cases, evaluation
and certification procedures are infrequent. Further studies are nece
ssary to gain a better idea of what practical training should be under
gone by all U.S. medical students.