Document Type: Original Article


1 Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran

2 Emergency Medicine, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran

3 Management and Community Health Nursing Department, Social Determinants of Health Research Centre, Gonabad University of Medical Sciences, Gonabad, Iran

4 Department of Community Medicine, Medical Education Department, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran


Introduction: Learning procedural skills is one of the essential
aspects of undergraduate medical education. However, learning
procedural skills in clinical settings is less widely considered.
This study aimed to explore the Iranian undergraduate medical
students’ perception of learning procedural skills and its outcomes
in three universities of medical sciences in Iran.
Methods: A descriptive exploratory qualitative methodology
with an in-depth unstructured, face-to-face interview, and content
analysis was used in this study. Sixteen students in clinical
phases of general medical education programs from educational
hospitals were selected using purposive sampling. According to
the preferences of the participants, the interviews were conducted
in medical schools or in hospitals.
Results: The students participating in this study included 7
females and 9 males (totally 16 people) with a mean age of 23.7
years old with a range of 21-27 years. The three main themes of
this study were “the gap of transferring formal teaching from
skill lab to clinical placement”, “learning self-leading procedural
skills in clinical settings”, and “students’ dissatisfaction with
patients’ vulnerability” with 8 subthemes which were extracted
and explained based on the students’ perception.
Conclusion: Unsupervised and self-learning by medical students
and weakness in controlling the learning process have undesirable
results for patients and students.