Clinical Skills Archives - Page 2 of 2

Benefits of Virtual Reality Simulators in Medical Simulation Training

Shyam Gajrani / June 28, 2022June 28, 2022 / Clinical Skills, Equipment, Medical Simulation, Medicine, Nursing Education, Simulation-based Learning

If the pandemic has taught us anything, it is that no matter what life throws at us, we can keep going. While everyone switched to online learning, it was not possible to learn practical medical and surgical skills on a video call. So, we adopted Virtual Reality into simulation training for learning medical and surgical skills so students can still learn practical skills. But Virtual Reality simulators is much more.

What is Virtual Reality and How Does it Apply to Medical Training?

Simulation can be classified into physical, virtual reality, and hybrid. It has already proved to be a widely accepted success in training. It gives students the opportunity to practice procedures wherever they want, whenever they want to. Learners can practice repeatedly in a safe environment, with real-time feedback, and without the risk of causing harm to real patients. But what happens if we introduce virtual reality to simulation training? Let’s first understand what virtual reality is.

Virtual Reality is a computer-generated simulated, 3D environment that you can realistically interact with using special electronic equipment (like a headset with a screen inside or gloves with sensors). There are sensory stimuli present, and how you interact with it partially determines what will happen next. For example, if you wear VR glasses and play a certain game using that, you will feel like you are in the game. In fact, it can be so surreal that many get scared while playing a game with zombies or riding a roller coaster virtually. Through the use of various senses, it creates an immersive experience for you by putting you in scenarios where you are the actor and what you do determines what happens next in the environment.

Using this concept, diverse realistic scenarios can be created for training students in medical and surgical skills. In these scenarios, they enter 360° simulated environments where they experience various sights and sounds that help create a virtual reality.

Today, VR simulators are more realistic and affordable. And research has repeatedly proven the benefits of using VR in simulation training. Without enough hands-on training, students struggle with the development of some cognitive, technical, and socio-emotional skills. This was a problem even before the pandemic- it is hard to provide enough learning opportunities for the students to develop practical skills. VR has helped immensely with this as it allows repeated practice and helps create experiences that might not be so easily accessible(and which may be stressful or rare), and does it without risks or pressure, and without time or space limitations.

Simulating Real Life with Virtual Reality Training

Using virtual reality to train learners on technical skills lets them feel the stress of a real-life scenario without the risks of the real one. And it helps them develop the skills through repeated hands-on practice. Not only are the scenarios realistic, some of them portray some of the not-so-common clinical scenarios where learners are bound to make mistakes. This helps them deal with such situations when they happen in real life.

Simulating a Multiplayer Scenario

Using virtual reality, we can prepare a multiplayer scenario, allowing learners to collaborate and work a case as a team. It lets them interact with each other the way they would do if it was real life. They can identify who gathered which kind of data (like vital signs, physical exam results, case history, and point-of-care testing), and can identify gaps in that data and fill in the blanks. They can delegate responsibilities. Virtual reality training also allows room for interprofessional simulation like by allowing learners from nursing and case management to communicate and collaborate.

Benefits of Virtual Reality Training

There’s a whole myriad of benefits offered by using VR simulation for training:

Realistic learning environments that can be reproduced
Repeated hands-on training
Diverse scenarios (even those that can’t be created otherwise)
Gamification of learning
Performance feedback
Continuous peer interaction

And this leads to:

Better student motivation and presence
Active learning
Improved decision-making abilities
Improved critical thinking abilities
Better communication skills
Helps them identify their strengths and weaknesses
Overall, it leads to better learning and dexterity in the technical skills

Also, virtual reality simulators usually come with an in-built objective evaluation system to track and provide feedback about a learner’s performance after each procedure. This gives various parameters like the time, bleeding, bleeding volume, injuries caused, and a pass or fail remark.

It is evident that incorporating virtual reality into simulation training is capable of delivering better results than using traditional training methods. Virtual reality simulators offer a range of benefits from providing learners with a platform where they can engage in repeated hands-on training to creating scenarios that would not be possible otherwise.

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How Simulation-based Learning is Revolutionizing Nursing Education

Shyam Gajrani / May 15, 2022May 27, 2022 / Clinical Skills, Equipment, Medical Simulation, Medicine, Nursing Education, Simulation-based Learning

Nurses are the heart of healthcare. With that in mind, it is intriguing to discuss the benefits of a simulation-led approach to nursing education.

Through the inclusion of role-playing, devices, trained persons, trainers, environments, and lifelike manikins, promoting learning and eliminating risk for the trained and the novice alike, simulation-led learning creates the perfect opportunity for learners to acquire necessary nursing skills in a safe environment. This also offers the added advantage of building critical decision-making skills by simulating various real-life scenarios. Affected slightly by the level of fidelity, simulation-based learning for nursing education can have a range of benefits.

Hands-on Learning

While it is detailed and complete, theoretical learning can quickly become boring for a group of learners eager to become skilled professionals. Simulation-based learning solves this problem. Not only does it provide learners a way to learn specific skills by actually practicing them, it lets them do so in a safe environment.

Immediate Feedback

A multitude of simulators is designed to provide real-time feedback for the learner’s performance (often through a screen or through lifelike response to stimuli). This feedback can then be used to further improve a learner’s prowess in specific skills. And it all happens in a safe environment, successfully avoiding the risk of causing harm or inconvenience to real patients. Additionally, people learn better when they aren’t afraid of making mistakes.

Learning through Repetitive Practice

Practice makes perfect. Besides, with something as important as nursing, repeated practice builds skill, instills confidence, clarifies the fundamentals, and prepares the learner for stepping into a real clinical setting.

Building of Important Skills

Simulation allows learners the opportunity to practice caring for patients in ways that they cannot in the real-life hospital setting. Through several studies, it has been found that simulation-based learning for nursing education has a positive impact on knowledge acquisition, psychomotor skills, self-efficacy, satisfaction, confidence, critical thinking skills, and communication skills. It does all that within a safety net.

From mass casualty and wound care to mental health and end-of-life care, nursing skills education benefits from the adoption of a simulation-based approach to learning.

Benefits of a Simulation-Based Approach to Nursing Education

Teaching nursing skills through simulation involves a lot of role-playing and playing out realistic scenarios using actors and manikins. A student can pretend to be a patient, a nurse, a healthcare assistant, a manager, a student, a doctor, or even an angry relative. Imagine that as a student, you are pretending to be a nurse tending to three patients and receiving a call from the relatives of one of them. Think about what skills you would take home from that experience. No matter what scenario plays out, the result is improved patient care skills for everyone involved in the scenario. Simulation-based training is effective at bringing on the following changes in learners:

The ability to think on their feet
Refined communication and management skills
Acute decision-making skills
Confidence in their nursing abilities
The ability to work under pressure
Improved knowledge of nursing skills
Visibly improved technical skills
Stronger leadership skills
Developed self-confidence and attitude/aptitude for nursing
Students are exposed to rare clinical situations
Students are able to practice clinical reasoning skills

Other Miscellaneous Benefits

Other than the obvious benefits to the learning process and the learner, there are some other benefits to the nursing education system as a whole:

Enhanced patient safety and quality
Learners can manage patients without posing risk to actual humans
Controlled and safe learning environment
Structured feedback
Faster time to competence
Fills the gap in faculty/clinical site resources

Additionally, simulation-based nursing-skills training avoids inefficiency due to the following during training:

Feeling awkward for getting in the way of nurses’ work
Getting flustered by an unexpected situation or care instruction
Experiencing difficulty in adapting to training because many parts were not covered in school

It can safely be said that a simulation-based approach to nursing skills training lays the foundation for a student-centred learning paradigm. So owing to the array of benefits that it brings with itself, simulation-led training has secured its place in nursing skills training as an indispensable asset. And with further advancements in the technology, it may open up newer horizons of learning in nursing and other aspects of healthcare.

Simulators from SEM Trainers

If you’re looking to purchase medical simulators for the purpose of nursing skills training, your search ends here, because SEM Trainers is the #1 provider of premium-quality simulation products sourced from Germany, USA, Japan, and Europe.

Why Do We Need to Train Nurses in PICC Insertion?

Shyam Gajrani / May 24, 2021May 24, 2021 / Clinical Skills

You can’t think of oncology care without thinking of Peripherally-Inserted Central venous Catheters (PICC). Patients who require long-term venous access, like those suffering from cancer, benefit from PICC lines. It is used to administer or deliver medication, liquid nutrition, and other treatment directly to the large central veins near the heart. If you frequently need to be jabbed for medicine or bloodwork, you may be advised a PICC line to avoid repeated irritation to your veins, and the pain from repeated jabbing.

A PICC line is a long, thin tube inserted through a vein in the arm (or, rarely, in the leg) and passed through so your doctor can access the large central veins near your heart. This is a temporary procedure, and is a great option if your treatment is going to last for at least a few days or weeks.

PICC Line Insertion: Techniques

Let’s talk about how we carry out PICC. The conventional technique is the landmark method where we feel the most prominent vein [usually] in the antecubital fossa, and cannulate it with a wide bore needle/sheath, and then insert the catheter through the sheath. Alternatively, we can use ultrasound and a micro-introducer needle where we identify [usually] the basilic vein above the elbow via ultrasound, and then insert a 21 gauge needle into the vein under direct ultrasound image. Then, we pass a guide wire through to the catheter through the needle and the sheath. This is a newer technique with a nearly 100% success rate and minimal injury rate.

Why Do We Need to Train Nurses for This?

In the past, only certified radiologists and specially-trained assistants would be allowed to perform PICC insertion. So why shift this responsibility to nurses? Well, here’s why. If we train our nurses in performing PICC insertions, it will create efficiency and take a load off an already overwhelmed hospital setting. Further, we will discuss the benefits of training nurses in PICC insertion.

Benefits of Training Nurses in PICC Insertion

As discussed previously, training nurses in PICC insertion has a number of benefits to it:

It helps nurses upskill.
With proper training, nurses can learn to competently insert a catheter, effectively avoiding running the risk of patient complications.
If nurses will be able to perform PICC insertions, it will take a considerable load off an already overwhelmed clinical setting.
It could reduce the overall costs of running the setting. When performed by a radiology specialist, a PICC insertion is more expensive.
If nurses would perform PICC insertions, patients won’t have to wait a long time for their turn. This would prevent procedure delays for the patients.
We could avoid post-insertion complications and infections alike. (PICC lines need to be monitored for complications like infections, bleeding, blood clots, nerve injury, irregular heartbeat, damage to veins, and a blocked/broken PICC line). Radiology specialists could do it, but then they likely won’t stick around after the procedure. Nurses will always be available to check up on the patient, and can keep monitoring the situation periodically. The nurses can preasses, follow-up, and troubleshoot.
It also helps avoid complications caused by delay in treatment.
Allowing nurses to handle PICC insertion ensures a better use of valuable healthcare resources.
It helps increase patient satisfaction.
It helps decrease the length of stay for the patient as delays are minimized.
It can reduce the number of failed cannulations.

Limitations

So are nurses qualified to do PICC insertions all the time? There are a few circumstances when a nurse must not insert a PICC line, and refer the patient to a medical practitioner instead:

When the patient does not give consent to the nurse.
When the patient is a minor.
When the patient has a pacemaker.
When the patient has an anatomical distortion from surgery, injury, trauma, or disease.
When the patient has bilateral arm lymphoedema.
When the patient has an implantable defibrillator.
When the patient has an arterio-venous fistula.
When the patient is on haemodialysis or peritoneal dialysis.
When the patient is scheduled for an arterio-venous fistula.
When the patient won’t allow care for the PICC line.
When the patient has an allergy to Lidocaine Hydrochloride 1%.
When the patient has a platelet count of 50 or less.
When the patient has a coagulation disorder.
When the patient has had thrombolytic therapy within 2 days.
When the patient has an inappropriate vein size under ultrasound.
When a PICC line insertion by the nurse has failed.

Nurses can be trained with a one-week course. If they have the necessary training and experience, their competence has been successfully assessed by a qualified professional, and they are confident in their ability to perform the insertions, training our nurses to perform PICC insertions would be a favourable decision.

Simulators for PICC Insertion Training

Like we said, manikins and simulators specially made for PICC insertion can help immensely with training. We provide some high-quality simulators for this purpose.

Peter PICC Line Simulator

This is a PICC line simulator and a great teaching model that is portable and lightweight. It is an upper torso with neck, chin, right arm, ribs, muscle tissue, arm skin, body skin, arm vein set, body vein set, fluid bag, a carrying case, and an additional pouch. It is anatomically correct and features the superior vena cava, subclavian, jugular, median basilic, basilic, and cephalic veins. It has a movable chin that might occlude insertion in real life just as well, and has palpable ribs that allow measuring proper catheter length from the insertion site to the second/third intercostal space. It also allows standard IV catheter placement.

Standard Arm for Chester Chest, Light Skin – VATA

This simulator helps train with infusion, withdrawal, care, securement, and dressing of multiple vascular access lines. The right chest area has a tunneled central catheter with a Dacron cuff, the external jugular vein is raised and opens to connect to a triple lumen catheter, and the upper chest area opens to connect to a subclavian catheter. It also has a real port for accessing IVAD placements. It allows infusing fluid and withdrawing blood.

We’ve been doing this for 25 years, so we know what we’re doing, and only deliver the best quality simulators. To make a purchase, you can call us at 02632 257259, +91-88495 63724, or +91-98791 03905, or write to us at sem@semtrainers.com.

EMS Simulation Training for Clinical Skills Lab | 16 Best Simulators to Get

Shyam Gajrani / April 29, 2021April 29, 2021 / Clinical Skills, Medical Simulation

An opportunity for simulation of clinical experience with life-saving Emergency Medical Services (EMS) can be provided to Medical Students. In EMS Simulation Training for clinical skills lab, the EMS simulators imitate high-stress emergency scenarios for education and training purposes where students can practice procedures and treatments realistically, but without the risks.

Benefits of EMS Simulators

Concisely, EMS simulators are medical simulation devices that mimic real medical environments and situations so that learners can experience the demands of a real hospital environment in a safe environment. Learners can afford to make mistakes and receive feedback. Simulators are used so that students can gain experience before stepping out into the real-world, and so that we can avoid risks to the lives of real patients from being operated on by inexperienced students. This also helps avoid inconvenience to real patients. Such hands-on learning helps students make the transition from theory to practice. Other than training, EMS Simulators are being used for assessment and evaluation, which can be a closing part of coursework. These simulators also come in handy with system integration and improvement. Furthermore, they are being used to assist health-system and facility research efforts.

SEM Trainers & Systems provide some of the best professional-quality medical products that you can use:

1. Simulated Patient Monitor – REALITi Go

This is an ALS patient monitor simulator for paramedic and HEMS training in Advanced Life Support. This monitor is a great tool for students to learn and train on a realistic platform with a simulated monitor, 5 generic patient monitor screens, defibrillator, AED, and ventilator.

2. Simulated Patient Monitor with Debriefing & CPR Feedback – REALITi Pro

This is an advanced vital sign simulation system that you can use to run multiple scenarios anywhere- even in an ambulance or a helicopter. It comes with 5 simulated proprietary patient monitor screens for training on vital signs. It has live video streaming, CPR feedback, and simulated patient records. It looks, sounds, and functions like a real patient monitor.

3. SMART STAT Complete

This manikin offers simplicity of operation in a highly advanced trainer. It is a great add-on to your list of EMS Simulators. It can be used for physician training, nursing school training, hospital and clinic training programs, paramedic training, military battle field training, disaster response training, and a multitude of other medical training applications.

Only high fidelity manikin that is operated with an iPad!
Full-body, adult manikin
Trains students in EMS, nursing, and trauma skills
Provides experience with cardiac and medical disease care
Anatomical landmarks
Mobile and wireless
Rechargeable
No external programs or equipment necessary
This simulator can function in the lab and in the field ascertaining diagnostic ability. Student performances records can be transferred to a computer, and chronological scenario event logs can be printed.
Durable and can be placed in different indoor and outdoor environments
Can be used with Microsoft Windows
Has an on-board air compressor, and includes iPad® programming, storage for students’ performances, spontaneous breathing, pulses, blood pressure, carotid and femoral pulses, normal and emergent heart and lung sounds, 12 pulse points synchronized with the heart, EKG interpretation and cardiac treatment, IV and drug therapy, tension pneumothorax treatment, chest tube insertion with simulated drainage, and advanced difficult airway maintenance

4. Deluxe Child CRiSis™ with Advanced Airway Management

This is a resuscitation system for teaching life-saving techniques for children, with PALS (Pediatric Advanced Life Support) training capabilities. With all skill stations available, it simulates a 5 year old. It has airway management, intraosseous infusion, blood pressure arm, CPR, IV arm, defibrillation chest, and femoral access.

5. STAT Baby Advanced

This baby simulator includes all physiological features of a baby and helps develop student assessment skills by managing student information, creating scenarios, and tracking sessions for review and debriefing. This simulator in the list of EMS Simulators , satisfies every training need for post-neonatal care of pediatric patients.

6. Chest Drain Simulator

The torso presents as a patient lying on his back with

Surgical access is lateral to the pectoralis major
The arm has been removed for easier access and extended for anatomical relevance
The ribs can be clearly felt below the surface of the skin
Trainees can make an incision through the fleshy part, surgically dividing the tissue with blunt forceps until the plural cavity is clearly felt by finger insertion
Complete finger rotation is possible, allowing the trainee to ensure that there are no obstructions before a drainage system can be introduced
The popping effect of passing through the pleura is realistic and a unique feature
A drain can be securely sutured into position onto this simulated flesh

7. Cricothyrotomy Simulator

The newly designed Life/form® Cricothyrotomy Simulator has been developed for learning and practicing the techniques necessary to perform needle or surgical cricothyrotomy procedures. Paramedics, EMTs, combat medics, flight nurses, anesthesiologists, and other emergency medical personnel will have the opportunity to strengthen their ability and confidence to perform or assist in implementing surgical airways.

8. Life/form® Pericardiocentesis Simulator – Advanced Trauma Life Support (ATLS)

This simulator is perfect for training for pericardiocentesis, and includes fluid reservoir bag, foot pump, surgical skin pads, subcutaneous surgical pads, nurse training pads, pneumothorax pads, blood powder, simulated pericardium, IV bag and a hard carry case.

9. Pneumothorax Training Manikin

Recommended by EMT (Emergency Medical Training) instructors, this model permits instruction of the delicate procedure for successfully managing chest wounds in which a collapsed lung interferes with the victim’s respiration and blood flow.

The model accepts needle and thoracotomy in the second intercostal space, in the mid-clavicular line, the fifth intercostal space in the mid-axillary line. A realistic training aid to practice proper needle insertion which enables built-up air pressure to escape the thorax.

10. Truman Trauma-X | Trauma Manikin | ATLS | Airway Management & Resuscitation Skills

The Truman Trauma System offers an anatomically correct simulated human torso designed for trainees to practice several surgical procedures together with the renowned AirSim head for training the full range of airway management and resuscitation skills. The Truman Trauma System also allows the use of replaceable tissue sets that allow each learner a life-like & unique surgical experience.

Skill Development:

Chest tube insertion: recognition of correct position, surgical incision, blunt dissection through chest wall, perforation of pleura, and finger sweep
Needle Decompression of tension pneumothorax
Cardio Pulmonary Resuscitation (CPR)
Needle and Surgical Cricothyroidotomy
Airway Management Skills including OP and NP airway tube insertion, tracheal intubation, bag valve mask techniques, supraglottic airway insertion and ventilation
Percutaneous Tracheostomy
Identification of tracheal deviation and jugular vein distension which are warning signs attributed to tension pneumothorax

11. Advanced Casualty Simulation Kit

This simulation kit helps train bandaging and patient care skills for more complex wounds. It has an open amputation, a compound fracture of humerus, a compound fracture of tibia, a sucking wound of chest, and a gunshot wound of palm, along with 24 stick-on lacerations and open fracture wounds. It also comes with makeup accessories.

12. Emergency Medical Treatment (EMT) Casualty Simulation Kit

This simulation kit simulates disasters like bus accidents and building explosions, and attempts to address a wide variety of training situations. It includes wounds, fractures, lacerations, amputations, burns, makeup accessories, and even blood powder for simulated blood!

13. AED Trainer Plus 2

This trainer simulates shock delivery (without high voltages) to familiarize responders with AED devices, and has 10 training scenarios to simulate sudden cardiac arrests.

14. Basic Life Support Simulator with Feedback

This high quality and economical AHA compliant BLS manikin is a complete solution to train, monitor, analyse and debrief CPR performances. The manikin connects with the app using a strong and reliable Bluetooth connection – no need to set up a wireless network.

The Instructor App provides a detailed performance review of up to six manikins at a time while the Student App enables trainees to directly see and monitor their CPR performance in real-time.

The CPR apps provide feedback for:

Compression (depth, recoil, and rate)
Breath (volume)
Hands-off time in real-time
Feedback and evaluation meet the standard of the latest guidelines of the American Heart Association (AHA) and the European Resuscitation Council (ERC).

15. CPR CPRLilly PRO+

The new Quality CPR training manikin offered by 3B Scientific enables instructors and healthcare providers to measure, monitor and analyze the CPR performance of up to 10 trainees at a time. CPRLilly Pro+ helps instructors increase effectiveness and efficiency in their CPR courses by connecting with the free CPRLilly App on tablet to follow the CPR performance and deliver objective feedback leading to Quality CPR training (App available on Apple and Google play). It also enables trainees to see and monitor their own performance in real-time with the student view of the App. LED lights located directly on manikin’s neck provide direct CPR feedback and indicate correct compressions parameters (depth, release and rate).

16. SAM II® Student Auscultation Manikin

Auscultation is an essential clinical skill needed to assess and monitor patients’ conditions. With the Cardionics SAM II Student Auscultation Manikin, teaching and learning this skill becomes even more versatile and economic. The SAM II trainer can be used with any stethoscope. All sounds and videos are recorded from live patients for students to experience a life-like simulation. Users can also create and save their own case videos.

SAM II Student Auscultation Manikin is used in teaching and learning heart, lung and bowel sounds. When connected to the laptop (included) with the pre-installed software, a variety of sounds, videos and lessons recorded can be accessed.

Clinical Skills Lab – Learn the Entire Setup & Benefits

Shyam Gajrani / April 3, 2021April 3, 2021 / Clinical Skills

Teaching basic clinical skills to medical students has gone tricky because of less access to in-patients. In a traditional manner, clinical skills are applied to patients under the guidance of more trained practitioners.

Recently, health care trends in the world have switched toward outpatient management from patient care. Because of that, teaching hospitals do not have enough inpatients for making students learn things. Some clinical skills are not appropriate for teaching in the setting done for the outpatient. With many inpatients even in a hospital, which is the best environment for clinical teaching, it becomes difficult to look for appropriate patients for bedside teaching.

Teaching complex medical procedures such as blood draw, intravenous catheter placement, lumbar puncture, and endotracheal intubation can cause pain to patients. Trying hands on a few skills such as pelvic examination, male genital examination as well as female breast examinations can also result in psychological and physical distress.

Physical indications such as various heart murmur, abnormal breath sounds, and dislocated hip, may not be immediately available for providing lessons. Reports have explained teaching these kinds of skills in limited settings on manikins, but manikins have not been used by any studies on a large scale to teach clinical skills in the third-year clerkship as a part of an integrated curriculum.

Factors Affecting the Development of Clinical Skills Lab

The evolution in the ways of teaching and learning, the revolutionary changes in the delivery of health care and the quick development of technology dared the formerly used way of clinical skills development and resulted in the establishment of clinical skills laboratories (CSLs) in many medical and nursing schools for the medical education.

So to get away with such issues, Clinical Skills Laboratories and many programmes were developed to improve the clinical skills and their application to solving clinical difficulties of all the medical students.

The students were made to practise and learn clinical skills in a stepwise and structured procedure in small groups on manikins, standardized patients, models and many more in CSL. They also got to learn to react to clinical emergencies and practise their learnings to solve them by simulations.

Students meet their learning objectives when they are guided by the clinical skill demonstrators (facilitator). Skill performance and small group demonstration enable an objective assessment of skill acquisition and precision in the monitoring of students.

Setup of Clinical Skills Lab

To set up a clinical skill lab, it is necessary to take help from the modern educational theory in the formation and delivery of the facility. For CSLs, the development of communication skills is an important area to focus on. As a matter of fact, another name for those laboratories would be clinical and communication skills lab units or centres, as the suitable application of clinical skills needs the integration of both communication skills and technical clinical skills.

Clinical skills laboratories may consist of many small side rooms for interviews and a huge open space for seminars. It may include several varieties of clinical settings such as procedural skill rooms, accident and emergency cubicles, a place for simulators, general practice consulting rooms, and an Intensive Care Unit.

Offices for support staff and teachers and storage areas are also imperative. It is also crucial for the space that is available to be kept fluid for anticipated rearrangement to suit any particular lesson. Moreover, a clinical skills lab should give a sense of a natural clinical environment.

Advantages of Clinical Skills Labs

Clinical skills labs can come in handy for multi-professional education and teamwork. It gives the students access to learn with new opportunities in a protected and safe environment. Bridging the gap between the clinical setting and classroom reduces students’ anxiety levels.

The advanced educational strategies and learning procedures are difficult to apply in the traditional process using bedside teaching and are, thus, best practised in the CSLs.

Students’ way of conduct and essential communication skills can be enhanced by imbibing these skills into the comprehensive clinical skills program.

One of the most crucial advantages of CSLs is that by imbibing them into the theoretical portions of the curriculum, skills are mastered within their suitable context. Information technology and computer-assisted learning can be used in CSLs to improve the interaction between practice and theory.

Objective structured clinical examination (OSCE), can also be carried out at the clinical skills learning labs and it is becoming an ideal method of evaluating the skills.

Thus, by all these advantages, we can see that CSLs give the ideal environment for the evaluation of medical skills acquisition.

To learn and establish a more specific protocol based and scientific skills lab, contact SEM Trainers & Systems at sem@semtrainervalsaders.com or call +91 88495 63724 for all your needs.