Guidelines for Development of Skills Lab

1. General Principles

  • Every medical institution should establish a skills laboratory to provide students with hands-on training on essential clinical skills.
  • The skills lab offers a controlled, simulated environment where students can practice and refine their techniques before direct patient interaction.
  • The lab aims to replicate real-world clinical scenarios, ensuring students develop competencies in clinical, psychomotor, communication, and teamwork skills.

2. Minimum Infrastructure Requirements

  • The skills lab should cover at least 2000 sq. ft for every 100 students.
  • There should be at least 4 rooms (preferably 8) for patient or standardized/simulated patient examinations.
  • Video recording and review facilities are essential for teaching communication skills.
  • Additional spaces should include:
    • A demonstration room for skill training in small groups.
    • A debriefing area for feedback sessions.
    • Storage facilities for mannequins and other equipment.
    • A room for faculty coordinators and support staff.
    • Dedicated technical and support staff for maintenance and operations.

3. Suggested Equipment and Training Modules

For 100 students, the skills lab should include part-time task trainers, models, and mannequins for:

  1. First aid, bandaging, and splinting (n=4)
  2. Basic Life Support (BLS) and CPR mannequins (n=4)
  3. Injection techniques (Subcutaneous, Intramuscular, Intravenous) (n=5)
  4. Urinary catheter insertion (male & female adaptable) (n=4)
  5. Skin & fascia suturing (n=5)
  6. Breast examination model
  7. Gynecological examination model (including IUCD training model)
  8. Obstetric mannequins for examinations, vaginal delivery management
  9. Neonatal & pediatric resuscitation mannequins
  10. Whole-body mannequins and trauma mannequins (optional)
  • Each training module should include clear objectives, methods, and assessment criteria.
  • Hybrid models may be incorporated, utilizing standardized patients, real patients, or computer simulations.

4. Faculty and Administration

  • A Skills Lab Training Unit (STU) should be formed, headed by the Principal and comprising faculty from different departments.
  • The STU should include at least 8 faculty members, with representation from General Surgery, General Medicine, Obstetrics & Gynecology, Pediatrics, Anesthesiology, and Orthopedics.
  • At least 50% of the faculty should hold the rank of Associate Professor or higher.
  • A Coordinator and Co-coordinator (Professors) should be appointed from surgical and medical specialties.

5. Duties and Responsibilities of the STU

  1. Ensure proper logistics and functionality of the skills lab.
  2. Oversee the utilization of the skills lab for training and assessments based on predefined modules.
  3. Organize skill lab management workshops for faculty and annual orientation programs.
  4. Conduct regular review meetings and audits to assess lab utilization.
  5. Submit monitoring and utilization reports as required.
  6. Supervise and support technical and support staff.

6. Financial Considerations

The institution should allocate funds for:

  • Infrastructure development of the skills lab.
  • Procurement and maintenance of mannequins and skill stations.
  • Faculty training programs.
  • Salaries for support staff.

7. Training Modules and Assessments

  • The skills lab should implement structured training modules that define the preparation, procedures, and assessment criteria.
  • Standardized assessment methods should be followed to ensure uniform competency development among medical students.
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