Enhancing skill development in the medical kitchen: an in-depth exploration through the experiences of undergraduate medical students
Issued Date
2025-12-01
Resource Type
eISSN
14726920
Scopus ID
2-s2.0-105020817190
Pubmed ID
41188861
Journal Title
BMC Medical Education
Volume
25
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
BMC Medical Education Vol.25 No.1 (2025)
Suggested Citation
Prusmetikul S., Radzikowski J.L., González C.S.C., Dharmarajah A., Kneebone R.L. Enhancing skill development in the medical kitchen: an in-depth exploration through the experiences of undergraduate medical students. BMC Medical Education Vol.25 No.1 (2025). doi:10.1186/s12909-025-08123-5 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/113045
Title
Enhancing skill development in the medical kitchen: an in-depth exploration through the experiences of undergraduate medical students
Corresponding Author(s)
Other Contributor(s)
Abstract
Background: The Medical Kitchen course was developed to facilitate the transition of second-year medical students from theoretical learning to clinical placements by integrating practical skill training within a transdisciplinary approach. This study explored two research questions: how students perceived their technical and nontechnical skill development during the course, and which course features could be optimized to better support this development. Methods: Thirteen medical students who attended the course participated in three focus group discussions. Transcripts were analyzed using thematic analysis to identify themes and sub-themes related to skill development. Results: Six sub-themes emerged from the analysis, categorized under two main themes: technical and nontechnical skill development. Participants reported that the course significantly enhanced their technical skills, particularly in suturing, through hands-on activities and a supportive learning environment. They highlighted the importance of continuous practice to achieve proficiency. The group setting facilitated collaborative learning and recognition of diverse learning styles. Additionally, the course helped students recognize the significance of nontechnical skills, which they had previously overlooked, emphasizing their relevance for future clinical practice. While participants expressed a desire for more explicit instruction and structured opportunities to develop both technical and nontechnical skills, they recognized the value of these competencies and their impact on future professional development. Conclusion: From the students’ perspectives, the Medical Kitchen course provided valuable opportunities to develop technical skill while also enhancing awareness of the importance of nontechnical skills in clinical practice. Further course refinements could optimize skill acquisition by offering clearer explanation of the transdisciplinary approach and incorporating additional structured learning elements and practice opportunities, thereby better supporting students’ transition to clinical placements.