Can Clinical Skill Laboratories (CSLs) be Online?
Clinical skill laboratories (CSLs) are integrated community, objective, and outcome-based learning processes that integrate basic knowledge with clinical skills. CSLs are hospital or medical school-based teaching which includes self-directed, student-centered and problem-based learning. CSLs can be...
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Main Authors: | , , |
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Format: | Article |
Language: | English English |
Published: |
Penerbit UMS
2022
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Subjects: | |
Online Access: | https://eprints.ums.edu.my/id/eprint/33923/1/Can%20Clinical%20Skill%20Laboratories%20.pdf https://eprints.ums.edu.my/id/eprint/33923/2/Can%20Clinical%20Skill%20Laboratories%201.pdf https://eprints.ums.edu.my/id/eprint/33923/ https://jurcon.ums.edu.my/ojums/index.php/bjms/article/view/3805 https://doi.org/10.51200/bjms.vi.3805 |
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Institution: | Universiti Malaysia Sabah |
Language: | English English |
Summary: | Clinical skill laboratories (CSLs) are integrated community, objective, and outcome-based learning processes that integrate basic knowledge with clinical skills. CSLs are hospital or medical school-based teaching which includes self-directed, student-centered and problem-based learning. CSLs can be taught in the procedural room, out-patient department, primary healthcare center, casualty department, and simulation settings (Al-Elq, 2007). Experienced clinician, a small group of self-motivated students, cooperative patients, adequate and reliable instruments, enough time to practice, and a comfortable room with adequate ventilation are factors for effective CSLs (Ramani & Leinster, 2008). The teaching activities and learning can be face-to-face or blended learning, e-learning and online learning. Nowadays, blended and online learning is gaining more popularity. Blended learning combines face-to-face and online learning that supports creative, critical thinking skills (Garrison & Kanuka, 2004). Synchronous and asynchronous learning is the part of online learning where teachers use video and audio technologies (Gormley et al., 2009). |
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