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Abstract

THE EVOLUTION OF TEACHING THE BASIC CLINICAL SKILLS COURSE AT THE UNIVERSITY OF KHARTOUM, SUDAN

Sulaf I. Abdelaziz*, Rihan M. Alhassan and Saniya Shadaad

ABSTRACT

The concept of learning outside the real situations i.e. 'simulations' and 'visual Classrooms' and then applying the acquired knowledge in real practice has existed for a long time. Worldwide, the Basic Clinical Skills (BCS) course has been introduced into the curriculum as a separate entity and course in the immediate preclinical year.[1] Its importance enhances with the increasing number of students, newer concepts in curriculum implementation such as problem-based learning and genuine concerns of inflicting unprepared students on already suffering patients. Since the implementation of the new curriculum in 2009 in our University, the BCS course continued to be taught as usual clinical rounds in Internal Medicine at academic year 3, Semister 5/6. The end of year exam was multiple choice system questions (correct answer) which students found easy and managed to pass easily. This was basically useless and did not serve the objectives of the course as we don’t test the skills, and the marks were not considered and students got promoted anyway.

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