Central Venous Access by Trainees

Madenci, Arin L.; Solís, Carolina; Moya, Marc A. de

doi:10.1097/sih.0b013e3182a3df26

Cited by 46 publications

(7 citation statements)

References 23 publications

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“…A commercially available IV simulator was used for practicing the real‐time cannulation (CAE Healthcare). Simulated training has been previously demonstrated in central‐line vascular access to be an effective method for teaching the procedure and is transferable to real‐world performance . Sonosite M‐Turbo (FujiFilm SonoSite Inc.) and Zonare Z.one (Mindray Medical Ltd) portable ultrasound machines were used with 10–5MHz linear array transducers.…”

Section: Methodsmentioning

confidence: 99%

Does Test‐enhanced Learning Improve Success Rates of Ultrasound‐guided Peripheral Intravenous Insertion? A Randomized Controlled Trial

Slomer

Chenkin

2017

AEM Education and Training

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Section: Methodsmentioning

confidence: 99%

Does Test‐enhanced Learning Improve Success Rates of Ultrasound‐guided Peripheral Intravenous Insertion? A Randomized Controlled Trial

Slomer

Chenkin

2017

AEM Education and Training

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“…There are two previous reviews [ 13 , 14 ] concerning the clinical outcomes of simulation-based education for CVC. A meta-analysis conducted by Ma et al [ 13 ] evaluated 20 studies, of which four trials had assessed clinical outcomes after simulation-based education.…”

Section: Reviewmentioning

confidence: 99%

Outcomes of Simulation-Based Education for Vascular Access: A Systematic Review and Meta-Analysis

Okano¹,

Mayumi²,

Kataoka

et al. 2021

Cureus

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Simulation training is key to developing skills for vascular access. However, the efficacy of simulation-based education remains unclear. We conducted a well-designed and updated systematic review to investigate the efficacy of these programs. Randomized controlled trials (RCTs) were researched using the following databases from inception until July 26, 2020: MEDLINE, Embase, the Cochrane Central Register of Controlled Trials (CENTRAL), Education Resources Information Center (ERIC), Cumulative Index to Nursing and Allied Health Literature (CINAHL), ClinicalTrials.gov , and International Clinical Trials Registry Platform (ICTRP). RCTs included patients undergoing insertion of central venous catheters (CVCs), peripherally inserted central catheters (PICCs), and radial arterial catheters. We compared the group that received simulation training with the group that received traditional training. We also assessed the success rate, adverse events, and first-attempt success using a random-effects meta-analysis. The protocol was registered at Protocols.io ( dx.doi.org/10.17504/protocols.io.biu6keze ). Seven RCTs (n=866) were evaluated. The meta-analysis showed that simulation-based education increased the overall success rate compared with traditional education (risk ratio: 1.08, 95% CI: 1.03 to 1.13; six RCTs; 840 participants; I 2 =0%; moderate certainty of evidence). However, it was unclear whether or not simulation-based education had an effect on reducing adverse events when compared with traditional education (risk ratio: 1.00, 95% CI: 0.63 to 1.58; five studies; 750 participants; I 2 =37%; very low certainty of evidence) or on raising first-attempt success rates (risk ratio: 1.34, 95% CI: 0.93 to 1.94; three studies; 244 participants; I 2 =59%; very low certainty of evidence). Simulation-based education may help develop skills for successful vascular access. However, it is unclear whether simulation-based education actually reduces the incidence of adverse events. Fine control of the needle tip is probably necessary to prevent adverse events. Simulation-based education might be required in the future for outcome-based task training.

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“…However, ultrasonography is underutilized [23] and trained doctors do not meet the standards necessary for proper placement [24]. Training in simulation conditions is effective in achieving the necessary skills for an adequate execution of this procedure [11,25,26].…”

Section: Objectives and Contextmentioning

confidence: 99%

Process-Oriented Feedback through Process Mining for Surgical Procedures in Medical Training: The Ultrasound-Guided Central Venous Catheter Placement Case

Lira

Salas-Morales

Leiva

et al. 2019

IJERPH

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Developing high levels of competence in the execution of surgical procedures through training is a key factor for obtaining good clinical results in healthcare. To improve the effectiveness of the training, it is advisable to provide feedback to each student tailored to how the student has performed the procedure on each occasion. Current state-of-the-art feedback is based on Checklists and Global Rating Scales, which indicate whether all process steps have been carried out and the quality of each execution step. However, there is a process perspective that is not captured successfully by these instruments, e.g., steps performed, but in an undesired order, group of activities that are repeated an unnecessary number of times, or an excessive transition time between two consecutive steps. In this research, we propose a novel use of process mining techniques to effectively identify desired and undesired process patterns regarding rework, the order in which activities are performed, and time performance, in order to complement the tailored feedback for surgical procedures using a process perspective. The proposed approach was applied to analyze a real case of ultrasound-guided Central Venous Catheter placement training. It was quantitatively and qualitatively validated that the students who participated in the training program perceived the process-oriented feedback they received as favorable for their learning.

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Central Venous Access by Trainees

Abstract: Training programs should consider adopting simulation training for CVC insertion to improve the real patient procedural success of trainees.

Cited by 46 publications

References 23 publications

Does Test‐enhanced Learning Improve Success Rates of Ultrasound‐guided Peripheral Intravenous Insertion? A Randomized Controlled Trial

Does Test‐enhanced Learning Improve Success Rates of Ultrasound‐guided Peripheral Intravenous Insertion? A Randomized Controlled Trial

Outcomes of Simulation-Based Education for Vascular Access: A Systematic Review and Meta-Analysis

Process-Oriented Feedback through Process Mining for Surgical Procedures in Medical Training: The Ultrasound-Guided Central Venous Catheter Placement Case

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