Since its inception, the International Journal of Clinical Skills (IJOCS) has provided a unique platform for the teaching and learning of clinical skills in a variety of healthcare disciplines. It has become a well established peer reviewed Journal publishing a diverse range of clinical skills articles.
The Editorial Board consists of people active in the field of clinical skills teaching and this is reflected in the journals philosophy to encourage sharing of ideas and practice. Pertinent contributions aim to meet the current needs of researchers and practitioners.
Clinical skills teaching is going through a definite ‘growth spurt’ at present with increasingly responsive models, manikins and e-learning programmes - not dismissing financial investment that comes along with this. High quality clinical simulation is becoming more sophisticated as a
teaching and learning methodology. The need to equip health professionals with the skills and competencies to improve patient-safety is one of the drivers behind this growth. However, alongside the purchase of the ‘Sim’- men/women/babies and linked e-learning, let’s not forget the importance of personal interactions through faculty support, i.e. experienced clinical teachers. In addition, simulated patients and the delivery of interprofessional sessions, bring clinical simulation closer to the realms of reality and validity, for both undergraduate and postgraduate health professionals.
The use of simulated patients, relatives and carers is well established in clinical communication education. More recently, additional interesting and innovative approaches to clinical communication teaching are in various stages of substantive core curricula and special study activity across medical schools in the UK.
The IJOCS is now established in the world of clinical skills publications by providing a niche specific arena that welcomes quality research, thereby promoting excellence in healthcare internationally. The wide range of papers covering research, discourse and reflection in clinical education and practice, plus the inclusivity of interprofessional approaches in one publication, raises the validity of this journal. There remains room for research based evidence to support teaching and practice of patient-centred clinical learning. The IJOCS welcomes additions to the literature that encourage critical debate.
Without doubt, the International Journal of Clinical Skills has continued to exceed its original ambitions and I wish it growing success.
Dr Elaine Gill
Head of Clinical Communication
Lead for Interprofessional Education and Training, King’s Health Partners Education Academy
Guy’s, King’s and St Thomas’ Medical School
King’s College London
United Kingdom
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