Are Medical Students Being Taught Invasive Skills Using Simulation?

Berg, Katherine; Mealey, Kathleen; Weber, Danielle; Berg, Dale; Crawford, Albert; Jasper, Edward; Vergare, Michael J.

doi:10.1097/sih.0b013e31827437e5

Cited by 14 publications

(18 citation statements)

References 15 publications

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“…Several studies indicate that medical students typically do not receive standardized hands-on training on advanced procedural skills 17 – 19 (our target population is no exception). Among these are intubation, arterial line placement, central line insertion, and lumbar puncture.…”

Section: Introductionmentioning

confidence: 99%

“…Among these are intubation, arterial line placement, central line insertion, and lumbar puncture. 17 These are advanced and somewhat invasive procedures that can cause discomfort and/or complications for patients. In this study, we chose to provide second and third year medical students with a student-centered, simulation-based training on these advanced procedures.…”

Section: Introductionmentioning

confidence: 99%

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Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills

Toy

McKay

Walker

et al. 2017

Journal of Medical Education and Curricular Development

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Purpose:To evaluate the effectiveness of a learner-centered, simulation-based training developed to help medical students improve their procedural skills in intubation, arterial line placement, lumbar puncture, and central line insertion.Method:The study participants were second and third year medical students. Anesthesiology residents provided the training and evaluated students’ procedural skills. Two residents were present at each station to train the medical students who rotated through all 4 stations. Pre/posttraining assessment of confidence, knowledge, and procedural skills was done using a survey, a multiple-choice test, and procedural checklists, respectively.Results:In total, 24 students were trained in six 4-hour sessions. Students reported feeling significantly more confident, after training, in performing all 4 procedures on a real patient (P < .001). Paired-samples t tests indicated statistically significant improvement in knowledge scores for intubation, t(23) = −2.92, P < .001, and arterial line placement, t(23) = −2.75, P < .001. Procedural performance scores for intubation (t(23) = −17.29, P < .001), arterial line placement (t(23) = −19.75, P < .001), lumbar puncture (t(23) = −16.27, P < .001), and central line placement (t(23) = −17.25, P < .001) showed significant improvement. Intraclass correlation coefficients indicated high reliability in checklist scores for all procedures.Conclusions:The simulation sessions allowed each medical student to receive individual attention from 2 residents for each procedure. Students’ written comments indicated that this training modality was well received. Results showed that medical students improved their self-confidence, knowledge, and skills in the aforementioned procedures.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills

Toy

McKay

Walker

et al. 2017

Journal of Medical Education and Curricular Development

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“…One recommended that 'we should also be looking at training in the virtual environment to limit the impact on clinical services in the early year(s),' whilst other comments included forging links with medical education or radiology academies to develop simulation and interprofessional learning. Various methods of simulated learning have been used in health care education [26][27][28][29] and the use of simulator training within ultrasound education, prior to students entering clinical placements, has been evaluated in different settings. 7,30 Simulation has also been suggested as a potential method of ensuring standardised clinical competency assessment, along with other methods of assessing competency.…”

Section: Discussionmentioning

confidence: 99%

Educating the future sonographic workforce: membership survey report from the British Medical Ultrasound Society

Parker

Harrison

2015

Ultrasound

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The British Medical Ultrasound Society (BMUS), the Consortium for the Accreditation of Sonographic Education (CASE), education providers and the NHS are working together to review how best to develop education for the future sonographic workforce. There is currently a national vacancy rate of approximately 12% across NHS Trusts. Education course placements are often limited to the number of clinical training places available within departments, resulting in a disparity between vacancies and the numbers of qualified sonographers graduating. Clearly there is a need for education to match the service demand. A term often used as a solution to the workforce problem is 'direct entry' ultrasound education. Anecdotally this term has caused confusion amongst health care professionals and as such the aim of this work was to gain an understanding of the views and opinions of BMUS members and interested professionals about direct entry training and subsequent development of any future training programmes. BMUS undertook an online survey with 286 responses. The survey provided insight into the opinions of ultrasound practitioners and the complexities of developing a relevant educational programme for the future sonographer workforce. The results suggested a number of concerns with direct entry ultrasound programmes, including insufficient training places, lack of health care background knowledge, lack of imaging knowledge and no state registration specific to sonographers. Benefits of direct entry to ultrasound training were perceived to be increasing the number of sonographers trained each year, whilst training people in their first choice profession with skills developed specific to the sonographer role. Support for direct entry ultrasound training was limited to 51% of respondents who would advocate this form of ultrasound training if it led to qualified sonographers with the same skills as sonographers exiting from current CASE accredited programmes.

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“…Simulation skills were innovative educative approaches, which are being increasingly used to train undergraduate and postgraduate health care professionals [18,19]. Several studies have demonstrated the gain in knowledge acquisition, technical gesture acquisition and performance of the trainees in different domains of health care [20][21][22][23][24].…”

Section: Introductionmentioning

confidence: 99%

Medication errors room: a simulation to assess the medical, nursing and pharmacy staffs' ability to identify errors related to the medication‐use system

Atkinson

Bédard

Pelchat³

et al. 2016

Evaluation Clinical Practice

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Are Medical Students Being Taught Invasive Skills Using Simulation?

Cited by 14 publications

References 15 publications

Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills

Using Learner-Centered, Simulation-Based Training to Improve Medical Students’ Procedural Skills

Educating the future sonographic workforce: membership survey report from the British Medical Ultrasound Society

Medication errors room: a simulation to assess the medical, nursing and pharmacy staffs' ability to identify errors related to the medication‐use system

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