Abstract

Using simple learning objects to enhance early skills learning

Author(s): Andy Wearn, Harsh Bhoopatkar

Clinical skills centres commonly employ a mixture of peer physical examination, live simulated patients, real patients and training models/aids to facilitate clinical skills learning. A wide array of training models are now commercially available, ranging from part-task trainers to high fidelity manikins. However, they are relatively expensive and models to demonstrate or complement a specific skill may not exist. In particular, medium-high fidelity simulators may not be used to their full potential at the basic skills level and the cost-benefit ratio has to be considered. We suggest that there is an alternative solution in some cases: centre staff can create simple cheap learning objects to illustrate some of the context, findings, or application of basic examination skills. Unfortunately, very few of these locally derived learning objects are shared more widely in the literature. One of the reasons for lack of dissemination may be problems in designing meaningful evaluation strategies for these objects. This paper describes the development and deployment of four learning objects introduced into early clinical skills learning within the medical programme at The University of Auckland: (1) percussion tubs to illustrate different percussion notes, (2) hen’s eggs for demonstrating transillumination, (3) an intravenous fluid set to illustrate principles of jugular venous pressure, and (4) socks with objects inside to help develop descriptive skills for palpation. Formal evaluation of the objects has not been carried out. However, informal feedback from students was positive. Through using the objects, students were able to gain insights, confidence and understanding. All of the objects offer immediate feedback to the students which they found rewarding. In conclusion, we feel that simple, cheap learning objects can play an important role in early skills learning. Although there are some barriers to formal evaluation, we hope to encourage other centres to share their innovations and evaluation strategies.