Shohreh F Farzan, Elizabeth Kamai, Dayane Duenas Barahona, Yoshira Van Horne Ornelas, Christopher Zuidema, Michelle Wong, Christian Torres, Esther Bejarano, Edmund Seto, Paul English, Luis Olmedo, Jill Johnston
Cohort profile: The Assessing Imperial Valley Respiratory Health and the Environment (AIRE) study
Paediatric and perinatal epidemiology
phenomenon developing foundational clinical procedural skills essential becoming competent physician prior work shown medical students interns lack confidence competence skills thus understanding students perspective skills difficult acquire vital developing reforming medical curricula approach study explored procedural skills learning experiences medical students qualitative methods purposive sampling 52 medical students third fourth final years selected inclusion data collected using six audiorecorded semistructured focus group discussions transcripts manually coded analyzed using inductive content analysis findings students provided rich insightful perspectives regarding experiences learning procedural skills fell three broad categories 1 barriers procedural learning 2 reasons learning 3 suggestions better learning outcomes students described range barriers stemmed patient clinician interactions students reluctant make demands benefit clerkships commonly expressed reason wanting learn procedural skills desire competent independent intern motivators suggested students felt empathetic toward interns visualized successful internship learning goal participants suggested peer learning improved teaching procedural skills assessments feedback improve learning insights study generated valuable information promote critical reflection existing curriculum pedagogical approaches procedural skills development medical educators need sensitize clinical teachers student perspectives students really learning make impactful changes teaching learning procedural skills students selfadvocacy skills selfdirected learning skills need developed seek learning opportunities promote lifelong learning lessons study may also apply curriculum design general especially teaching clinical skills empowering learner embracing learnercentered approach teaching learning procedural skills benefit future clinicians patients