Özet:

Introduction: Procedural Skills Training (PST) is an issue, worked on and practiced in medical schools, gaining more importance. Aim: The aim of this study is to share the opinions of thirdyear students about PST implemented in the first three years in our faculty. Methods: A questionnaire consisting of two five-point Likert scales and six open-ended questions was prepared. 77 out of 78 students were reached and evaluated in this cross-sectional descriptive study. Findings: The highest score (over 5) was attributed to the contribution of PST to their professional progress (4.00±0.95). While the scores attributed to clinical education progression (3.96±0.97) and personal development (3.71±0.94) were still high, the lowest score (3.45±1.24) was importance/necessity of problem-based learning. Although the ratios differed, PST, with its positive learning environment, makes them feel more self-confident and closer to their profession. Among the factors influencing student learning in PST, the first was performance of the skill by the students themselves (%31.17), the second was the interest shown for the skill and the third was effective demonstration. Conclusion: PST component of our curriculum is important for the students’ professional development. Besides increasing their contentment due to performing the skills, starting from the initial years of their education, PST also provided the environment and opportunity for the students to feel closer to the medical profession.

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