| ORIGINAL RESEARCH ARTICLE |
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| Year : 2014 | Volume
: 27
| Issue : 3 | Page : 243-248 |
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Implementing a skillslab training program in a developing country
Trung Quang Tran1, Albert Scherpbier2, Jan van Dalen2, Dung van Do3, E Pamela Wright4
1 Medical Education Center, University of Medicine and Pharmacy at Ho Chi Minh City, 217 Hong Bang St, District 5, Ho Chi Minh City, Vietnam, Vietnam
2 Faculty Health, Medicine and Life Sciences Maastricht University, Netherlands
3 Department of Biostatistics, University of Medicine and Pharmacy at Ho Chi Minh City, Ho Chi Minh City, Vietnam
4 Medical Committee Netherlands Vietnam, The Netherlands, Weteringschans 32, 1017 SH Amsterdam, Netherlands
Correspondence Address:
Trung Quang Tran
Medical Education Center, University of Medicine and Pharmacy at Ho Chi Minh City, 217 Hong Bang St, District 5, Ho Chi Minh City
Vietnam
 Source of Support: This research project was funded by the Dutch NPT project
"Strengthening medical skills training at 8 medical faculty/universities in Vietnam"., Conflict of Interest: All of authors do not have any interest in supporting or
against any skill training laboratory (skillslab) involving in this research.  | Check |
DOI: 10.4103/1357-6283.152181
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Background: Eight skills laboratories (skillslabs) were established by consensus of Vietnamese medical universities, with international support. A national list of basic skills needed for medical practice and suitable for skillslab training was developed; models, medical and teaching equipment were supplied; learning material was developed and core staff and teachers were trained. This study was designed to assess how closely eight schools in Vietnam came to implementing all recommended skills on list developed by educators of that country, and identify the facilitating factors and barriers to skillslab use within the country's largest school. Methods: Data were collected from reports from the eight skillslabs. Students and trainers from the largest university were surveyed for their perceptions of the quality of training on eight selected skills. Results of students' skill assessments were gathered, and focus group discussions with trainers were conducted. SPSS 16 was used to analyze the quantitative data and cluster analysis was used to test for differences. Results: Only one medical school was able to train all 56 basic skills proposed by consensus among the eight Vietnamese medical universities. Deeper exploration within the largest school revealed that its skillslab training was successful for most skills, according to students' postprogram skills assessment and to students' and trainers' perceptions. However, through focus group discussions we learned that the quantity of training aids was perceived to be insufficient; some models/manikins were inappropriate for training; more consideration was needed in framing the expected requirements of students within each skill; too little time was allocated for the training of one of the eight skills investigated; and further curriculum development is needed to better integrate the skills training program into the broader curriculum. Discussion: The fact that one medical school could teach all skills recommended for skillslab training demonstrates that all Vietnamese schools may be similarly able to teach the basic skills of the national consensus list. But as of now, it remains challenging for most schools in this developing country to fully implement a national skillslab training program. |
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