The Differences of Learning Achievement of Vein Puncture Using Mannequin Learning Objects and Real Patients

Abstract

Background: Clinical competence is a mandatory requirement in medical education. The learning form of clinical competence is the skills lab. This learning activity uses tools that resemble the actual conditions of the patient. This study aims to compare the effectivity of learning venous puncture using mannequin and real patients based on students’ perception. Method: This research is an observational-cross sectional study, with one-time data collection process, by filling out a questionnaire. The research subjects were young doctors who had undergone the clinical laboratory stage. The research location is the hospital partner of Faculty of Medicine, Universitas Islam Indonesia (Regional Public Hospital of Kebumen and PDHI Hospital). Respondents filled out a questionnaire that can be accessed online. Data is then analysed for the differences with the T-Test. Result: The T-Test analysis shows that p-value = 0.006 on clinical knowledge using mannequin learning objects and real patients. These results indicate that students’s perceptions of clinical knowledge of venous puncture using real patients are better than using mannequins. Meanwhile, there was no significant difference in the clinical skills of venous puncture using mannequins and real patients, p value = 0.684. Conclusion: Based on students' perception, there are differences in the achievement of clinical knowledge in learning venous puncture using mannequin learning objects and real patients.