Exploring training needs of newly graduated medical doctors to inform the undergraduate simulation-based curriculum: a national Delphi consensus study

Abstract

Purpose Mastering technical procedures is a key component in succeeding as a newly graduated medical doctor and is of critical importance to ensure patient safety. The efficacy of simulation-based education has been demonstrated but medical schools have different requirements for undergraduate curricula. We aimed to identify and prioritize the technical procedures needed by newly graduated medical doctors. Methods We conducted a national needs assessment survey using the Delphi technique to gather consensus from key opinion leaders in the field. In the first round, a brainstorm was conducted to identify all potential technical procedures. In the second round, respondents rated the need for simulation-based training of each procedure using the Copenhagen Academy for Medical Education and Simulation Needs Assessment Formula (CAMES-NAF). The third round was a final elimination and prioritization of the procedures. Results In total, 107 experts from 21 specialties answered the first round: 123 unique technical procedures were suggested. Response rates were 58% and 64% in the second and the third round, respectively. In the third round, 104 procedures were eliminated based on the consensus criterion, and the remaining 19 procedures were included and prioritized. The top five procedures were: (i) insert peripheral intravenous catheter, (ii) put on personal protection equipment, (iii) perform basic airway maneuvers, (iv) perform basic life support, and (v) perform radial artery puncture. Conclusion Based on the Delphi process a final list of 19 technical procedures reached expert consensus to be included in the undergraduate curriculum for simulation-based education.

Technical Skills Curriculum in Neonatology: A Modified European Delphi Study

“…Each steering committee member identified a minimum of 10 experts from their respective country based on the following inclusion criteria: (1) Head of a neonatal department; (2) head of clinical education at a neonatal department; (3) professor or postgraduate clinical associate professor of neonatology. In line with similar Delphi studies [12,13], all experts were required to nominate up to three physicians training to become neonatologists (trainees) to ensure physician training requirements were considered. Their participation remained anonymous to the experts who nominated them.…”

“…The second Delphi round explored the need for training of each technical skill. A modified version of the Copenhagen Academy for Medical Education and Simulation Needs Assessment Formula (CAMES-NAF) [11,13] explored and prioritized the skills.…”

Influence of simulation and clinical settings on peripheral vein cannulation skill learning in nursing education: A qualitative study

“…Peripheral vein cannulation is a complex practical skill ( Gregersen et al., 2021 ; Liou et al., 2020 ; Massey et al., 2020 ), involving psychomotor aspects, ethical considerations, theoretical and practical knowledge, and communication and relational aspects ( Bjørk and Kirkevold, 2000 ). It is a vital practical nursing skill ( Alexandrou et al., 2018 ; Hunter et al., 2018 ; Morgaonkar et al., 2017 ) and is a common invasive medical skill performed by both registered nurses ( Etafa et al., 2020 ; Parker et al., 2017 ; Massey et al., 2020 ; Wong et al., 2018 ) and medical doctors ( Breindahl et al., 2023 ). Vein cannulation provides access to the patient's circulatory system via a plastic-sheathed cannula for essential medical treatment, such as administration of drugs, blood, and intravenous fluids and withdrawal of blood samples ( Larsen et al., 2022 ; Wong, 2018 ).…”