Background: Everyone seems to be aware of what a clinical skill (CS) is, but closer examination reveals that the idea is not as straightforward as might be expected. Some people seem to only use the term “CSs” to refer to physical examination skills, while others use it to refer to diagnostic, practical, and communication skills as well. CSs are more than a straightforward performance, but clinicians frequently aren’t conscious of the intricate interplay of various components as they practice them, so they don’t teach all of these aspects to students.
Conclusions: A CS may include one or more domains, including management, communication, practical procedure, and physical examination skills. Learning how to perform specific movements (procedural knowledge), understanding why one should do so (underlying basic science knowledge), and interpreting the results (clinical reasoning) are all parts of acquiring CSs. These three elements must be considered in our instructional design if we are to teach CSs for clinical practice.
Clinical skills (CSs) are emphasized heavily in the curricula for health professionals, with devoted curriculum time, labs created especially for CSs, and a variety of CSs assessment techniques and procedures. There are many different CSs textbooks available, as well as specialized journals and conferences. Despite this extensive coverage, there doesn’t seem to be much agreement on what constitutes a CS.
Different authors include different domains within their definitions of CS. Physical examination, practical, communication, treatment, and clinical reasoning/diagnostic abilities are some of these. Some texts (Junger et al.) appear to only discuss physical examination abilities. Others view communication skills as “a basic CS” (Kurtz et al., 2005), whereas others do not. 1998). In contrast to the Scottish Medical Schools, which include diagnosis under CSs but separate this from practical procedures (Simpson et al. ), the British General Medical Council combines clinical and procedural skills but separates these from “diagnosis and treatment” and “communication skills” (General Medical Council 2004). 2002). The Royal College of Physicians and Surgeons of Canada does not use the term “CS” in its original document; instead, it lists all the procedures (from taking a patient’s history to administering treatment) under the heading “diagnostic and therapeutic” skills (CanMEDS 1996). However, the term is mentioned in the updated version of the document but is not defined, and the section “Establish and maintain clinical knowledge, skills, and attitudes appropriate to their practice” is distinct from the sections on patient assessment, communication, The “Global Minimum Essential Requirements in Medical Education” curriculum includes practical skills such as patient management, history taking, physical examination, and result interpretation under the heading of “CSs,” but separates these from critical thinking and problem solving (IIME 2002). Therefore, it appears that there is disagreement among curriculum designers about which domains to include in CSs. We were curious if we could reach agreement on any shared characteristics between these different domains. In order to better understand the semantic representation that CSs teachers use when discussing these skills,
The majority of skills training methods in the literature are obviously targeted at teaching within one domain, but some methods do cross domains by using a common approach. Others have called for greater integration of physical examination skills with clinical reasoning (Benbassat et al. ), and Kneebone (2002), for example, describes a method of combining procedural and communication skills training. 2005).
The difficulty in defining what we mean by “CS” is not just the vast array of distinct domains that may or may not be included under this term. Different perspectives on educational philosophies give rise to very different ideas about the best ways to teach and learn computer science. According to the behaviorist tradition, practice and repetition are crucial in addition to behavioral feedback when it comes to learning. According to Erdmer and Newby (1993), teaching and the teacher’s role are essential to students’ learning. This tradition is generally upheld by the majority of current CSs teaching techniques (Van Dalen 2008). The “four stage approach to teaching skills” is one frequently cited example (Peyton 1998). In this approach, a skill is demonstrated by the teacher, the student provides a running commentary while the teacher demonstrates the skill, the student performs the skill while providing a running commentary, and the teacher provides feedback.
Insights from cognitive psychology bring a different perspective. The emphasis has shifted from what students can do to what they know under this paradigm, which puts the learner at the center of the learning process (Ertmer & Newby 1993). Factual knowledge retention and recall have been shown to be improved by factors like prior knowledge and its activation, knowledge structuring, the use of contextual cues, and techniques for maximizing intrinsic motivation (Schmidt 1993). This approach is seen as more student-centered. Although it has become more prevalent in knowledge acquisition, cognitivist approaches to the learning of CSs are uncommon. Gagnés instructional events, as modified by O’Connor (2002), are one notable exception.
Models for learning computer science are primarily based on research on how we learn to walk, drive, and fly an airplane. However, as we have seen above, there may be more to a CS than simply learning a procedure. If we are to expect, other types of knowledge in addition to simply knowing what steps to take may be necessary. According to Bruning et al., knowledge can be divided into three categories: declarative (factual knowledge, knowing what), procedural (knowing how to carry out specific tasks), and conditional (knowing when and why to apply declarative or procedural knowledge). 2004). The above-discussed behaviorist approach to learning CSs places an emphasis on behavior and performance of straightforward steps in relation to the development of procedural knowledge. Andersons influential ACT model (Patrick 2002; Bruning et al. 2004) for skills learning is one of the few approaches that uses an “if…then” algorithm to connect declarative knowledge to procedural knowledge, but outside of clinical reasoning training, this general model is rarely used. Therefore, it is unclear whether CSs relate only to the development of procedural knowledge or whether consideration should be given to integration with declarative and conditional knowledge. For the purpose of planning the teaching of skills, it is obvious that the conception of the knowledge needed for CSs learning (whether procedural alone or integrated) is essential.
As a result, there is ambiguity regarding what constitutes and does not constitute a CS, making CSs appear to mean different things to different people. Additionally, there is disagreement in the literature on CS training as to whether training should take place within one domain or across them, and whether it is best to deliver it using more behaviorist, teacher-centered models or more cognitivist, student-centered models. Regarding the knowledge needed to learn computer science, there is disagreement over whether these subjects are procedures that only require procedural knowledge or complex interactions between procedural, declarative, and conditional knowledge. This lack of clarity is surprising, as we cannot choose an effective instructional methodology without knowing what learning is expected: “… the analyse of a task is to identify the types of learning which are involved… Different training techniques and strategies are needed for different types of learning (Patrick 2002, p 281).
There are several strategies for bringing opposing viewpoints together (Evans & Estcourt 2007). We decided to use the Delphi method (shown in the Delphi flow chart). This is a well-known technique for a group of experts to reach agreement remotely (Gordon 1994; Stewart et al. 1999). The number of rounds and the size of the panel vary widely across the literature, so there is no standard procedure for conducting a Delphi (Gene & Gordon 1999). The majority of the papers make reference to a panel of experts who discuss and debate each other’s points of view in order to come to a consensus. The advantages of this strategy are the participants’ expertise and their ability to express their opinions without fear of repercussions, which enables a controlled feedback mechanism (Stewart 1999).
Two UK medical educators working at various London medical schools recommended potential participants. Being an MD graduate and having experience teaching CSs were requirements for inclusion. 26 medical professionals agreed to take part in the Delphi process, including instructors who primarily work in general practice, hospitals (at least five different hospitals), and skill lab settings. All but one had taught computer science for more than five years, and most had done so for more than ten. Students from at least three different medical schools were taught by these panelists (Flow chart).
Clinical Skills | An Overview
Examples of clinical skills
To better comprehend clinical skills, it can be helpful to think about examples. Here are some examples of clinical skills:
Communication
Because so much of their work involves communicating with patients, their families, and medical teams, health care professionals need advanced communication skills. Sharing ideas, listening to others and comprehending them, and reading nonverbal cues like body language and written words are all examples of communication skills. Understanding patients’ speech and listening to them can be crucial for providing effective care. When gathering patient information, communicating the treatment plan with the medical team, and diagnosing the patient, healthcare professionals may use communication skills.
Observation
A skill in observation is the ability to interpret the data you learn through your senses. Observations are frequently made by healthcare professionals through sight, touch, and hearing. When taking the patient’s vital signs and writing down their medical history, nurses and medical assistants can make observations about the patient. To evaluate their patients and gather insightful observations, doctors and physical therapists may conduct a more thorough examination. When a patient is unable to communicate or is ignorant of a problem, it is crucial to be able to trust your observation.
Analysis
The capacity to interpret and draw conclusions from observations is known as analysis. This is an important skill for diagnosing and treating patients. Medical experts, including doctors and surgeons, may examine X-rays or lab results to find problems their patients are having. Critical thinking is another analytical skill that aids in information evaluation and evidence-based conclusions.
Administering medication
Administering medication is a hard skill for health care professionals. Nurses, physicians and medical assistants may give medication to patients. It’s crucial to be able to carry out these tasks using a variety of techniques because some medications call for IV administration or oral or topical treatments. Doctors who decide how much medication a patient needs may also find it helpful to understand how to administer medication. Health care professionals must understand how to administer medication for home treatment in order to instruct their patients.
Case management
Care for a patient is provided through case management from the time of admission until they are allowed to leave the clinic. A medical team’s care can be coordinated by having the skills to assess, evaluate, diagnose, implement a treatment plan, monitor, and evaluate the patient. You can use this skill in any career in the medical industry because managing a patient’s case is the responsibility of the entire medical team.
Collaboration
Collaboration is the capacity to effectively work with others to accomplish a shared objective. Health care providers work together to treat patients and deliver high-quality care. When making a diagnosis, doctors may work with nurses or other doctors. They do this by sharing observations and medical opinions. To develop a successful treatment plan, medical professionals like physical therapists work in conjunction with the patient’s primary care physician. A patient may receive better care when a medical team collaborates and talks to one another while treating them.
Diagnostics
Diagnostics is a clinical skill that doctors use to identify the problem that their patients are having. They are able to identify diseases, ongoing conditions, and mental or physical disorders. Medical professionals can determine a diagnosis by performing tests and making observations. Having the knowledge to select the tests that may be most useful in determining the patient’s condition is another aspect of diagnostic abilities.
Computer literacy
Knowing how to use a computer is crucial because medical facilities use technology to record a patient’s case. The majority of medical staff probably use a computer or tablet to document the actions, examinations, treatments, and observations they take regarding a patient. Accessing patient records and researching potential treatments requires computer literacy.
Record-keeping
It’s crucial that healthcare providers maintain accurate records of each patient’s case, including any treatments they administer and information the patient divulges about their health or medical history. Most medical professionals use this clinical skill in some capacity. Record-keeping requires both writing and listening skills. Knowing medical jargon will help you maintain accurate records that the medical team can understand in the field of health care.
Examination
If a health care professional deals with patients directly, examination is a difficult skill to master. In order to physically evaluate a patient, nurses and doctors may take their blood pressure, heart rate, vision, hearing, weight, and body temperature. A crucial step in diagnosing a patient is an examination. Additionally, this ability necessitates familiarity with safety procedures, such as donning gloves and sanitizing the exam table.
Cultural awareness
Understanding cultural differences and knowing how to behave sensitively around others are two skills. This is crucial in the healthcare industry because medical professionals work with people from various cultural backgrounds. Being knowledgeable about and sensitive to a patient’s culture can enhance the standard of care and make the patient feel more at ease. Cultural sensitivity can be crucial when treating a patient because their mental health may have an impact on how quickly they heal.
Medical terminology
The ability to apply knowledge of conditions, practices, medical equipment, and vocabulary that health care professionals use is known as medical terminology. Since medical terms are a common language among medical professionals, it is crucial to use them when describing patients and recording their care. Accuracy in patient treatment can be increased by using medical jargon.
Emergency care
Using bandages, IVs, or sutures to provide emergency care is an example of a clinical skill that medical team members may use. Different levels of expertise in emergency care techniques may exist among healthcare professionals. For instance, while a doctor may be better at sutures and wound repair, a nurse may be able to bandage injuries. In managing a range of situations that may arise while treating a patient, knowledge of emergency care procedures can be helpful.
What are clinical skills?
Health care professionals use clinical skills when evaluating, diagnosing, and treating patients. Clinical skills also refer to knowledge that is used in medicine, such as evaluating blood tests. Clinical skills are used by doctors, nurses, surgeons, lab technicians, medical assistants, and physical therapists in their respective fields. These abilities can be developed while pursuing a medical degree. While working as an intern and getting first-hand experience with treating patients, you may also learn a variety of clinical skills.
Clinical skills can be hard or soft skills. Soft skills like communication are crucial for interacting with patients and gathering sufficient data to correctly diagnose and treat them. Hard skills are more specialized competencies that are particular to your line of work, such as the capacity to read vital signs, gather samples, and administer medication.
How to improve your clinical skills
Follow these steps to learn how to develop your clinical skills:
1. Pursue a degree
Most jobs in the medical field require a medical science degree. You may pursue a specialized license, such as a registered nurse or licensed practitioner, depending on the position you want on a medical team. You can learn a variety of clinical skills while pursuing your degree, including medical terminology, analysis, observation, and communication. You may have the chance to practice your skills during courses to earn a degree in a related field, such as health care, which can help you get better at them.
2. Obtain hands-on experience
Having practical experience is a good way to develop your abilities. To do this, look for an internship, volunteer work, or clinical practice that counts toward your degree. Depending on the career you want, you might pursue different types of experiences. For instance, a physical therapist could use an internship to get patient-care experience.
3. Find a mentor
A professional with industry knowledge who can mentor you is referred to as a mentor. Attending networking events or informing your network that you’re looking for a mentor can help you find one. Your skills can be developed and improved by mentors. They can also assist you in identifying the skills that require the most improvement.
4. Evaluate your skill set
A crucial first step in bettering yourself is assessing your skill set. You can do this by analyzing your strengths and weaknesses. Any abilities you might consider weaker might need more attention. Finding specialized training or courses for any clinical skills you wish to hone is also beneficial.
5. Advance your education
The ability to further your education can be a great way to develop your abilities. You can pursue a graduate degree, such as a master’s or doctorate degree, regardless of your career path in the healthcare industry. To enhance your abilities and keep up with knowledge, you could also enroll in classes or training. Think about asking your employer if they have any learning opportunities available, like specialized training.
Clinical skills in the workplace
Clinical skills can be improved through workplace practice. Here are practical uses of clinical skills:
How to highlight clinical skills
It’s crucial to inform the employer of your clinical expertise when applying for a job in healthcare. Here are some pointers for emphasizing clinical expertise in your job search:
Clinical skills for a resume
There are frequently sections on resumes and cover letters where you can emphasize your clinical expertise. Your clinical skills can be listed in the skills section of a resume. When describing your job responsibilities in your work experience, you can also give examples of your abilities. This gives context for how you can use your skills in the workplace for your potential employer.
Clinical skills for a cover letter
Explaining your skill set in a cover letter is another way to give it context. You can select your most valuable clinical competencies to emphasize and detail specific instances in which you applied the competency. This can assist you in successfully showcasing your abilities to a hiring manager.
Clinical skills for a job interview
During a job interview, you can demonstrate your clinical expertise by relating personal experiences. For instance, by describing how you supported a medical team as an intern, you can demonstrate how your collaboration skills translate to a clinical setting. When demonstrating your competence and proficiency with a skill, think about providing concrete examples.
FAQ
What are clinical skills give examples?
- Communication. …
- Observation. …
- Analysis. …
- Administering medication. …
- Case management. …
- Collaboration. …
- Diagnostics. …
- Computer literacy.
How do I get good clinical skills?
Clinical rotations will make the specifics of a nurse’s job more apparent. For instance, you’ll juggle taking vital signs, conducting health assessments, escorting patients to various procedures, helping with personal hygiene chores, and gathering patient information when you work in a hospital.
What is a clinical skill in nursing?
In a medical school, where you can practice on standardized patients, is where you can best hone your clinical skills. Standardized patients are fictitious people with a list of symptoms who can be studied by students to learn how to identify and treat various issues.
