Clinical skills had been taught since the early years. Methods in clinical skills learning need media as mannequin and standardized simulated patient. Clinical performances are skills needed by medical students to become a doctor. Motivation is needed to complete a task. To determine the difference of performance and motivation of students using standardized and low cost male catheterization mannequin. This experimental study included 48 fourth year medical students, whom were divided into each 5 of experimental and control groups. Experimental group used low cost mannequin, while control group used standardized. Skills’ checklist in module and intrinsic motivation inventory were used to assess performance and motivation. P value of Mann Whitney test for differences of catheterization skill performances was 0.091. The average value of catheterization skills in control group was 95.06 (SD 4.856), with a range of 82.35-100. In experimental group, the mean value was 97.32 (SD 3.423) with a range of 88.24-100. All p values for subscales of motivation and total motivation were above 0.005. The subscale of motivational value appears to be higher than other elements, while the element of perceived choice was the lowest for both groups. The average score of total motivation was 85.09 (SD 6.915), with a range of 70.45-93.18, while in experimental group, the mean score for total motivation was 87.01 (SD 5.842) with a range of 76.14-94.32. Performance and motivation values of groups using low cost mannequins were higher than those using standard mannequins, although statistical calculations were not meaningful.
IJCR is following an instant policy on rejection those received papers with plagiarism rate of more than 20%. So, All of authors and contributors must check their papers before submission to making assurance of following our anti-plagiarism policies.
