Enhancing skill development in the medical kitchen: an in-depth exploration through the experiences of undergraduate medical students
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Published version
Author(s)
Prusmetikul, Suwimol
Radzikowski, Jakub
Chacon Gonzalez, Carmen Sofia
Dharmarajah, Aynkaran
Kneebone, Roger
Type
Journal Article
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.
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.
Date Issued
2025-11-04
Date Acceptance
2025-10-06
Citation
BMC Medical Education, 2025, 25
ISSN
1472-6920
Publisher
BMC
Journal / Book Title
BMC Medical Education
Volume
25
Copyright Statement
© The Author(s) 2025. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
License URL
Publication Status
Published
Article Number
1541
Date Publish Online
2025-11-04