Students' perceptions on skills training in simulation

I. Treadwell*, S. Grobler

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)


The University of Pretoria implemented a problem-oriented undergraduate medical curriculum that emphasizes experiential learning and the mastering of practical skills. Students' experiences with acquiring practical skills in a skills laboratory and the impact that acquiring these skills has on their clinical practice were explored and described. A qualitative, investigative, descriptive and contextual design was used. Data were collected at focus-group discussions and analysed using Tesch's methodology. A literature control was conducted to identify similarities of and uniqueness in the research findings. Trustworthiness was established by utilizing Guba's model for the trustworthiness of qualitative research (Lincoln & Guba, 1981). The findings were that attitudes, knowledge and skills are interrelated and contribute to an enhanced process of learning. The interrelated learning process has a positive effect when students progress from the skills laboratory to clinical practice. Students made valuable recommendations that should contribute to the optimal use of the skills laboratory.

Original languageEnglish
Pages (from-to)476-482
Number of pages7
JournalMedical Teacher
Issue number5
Publication statusPublished - 2001
Externally publishedYes


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