Simulated training program in abdominal paracentesis for undergraduate medical students

Tejos, Rodrigo; Chahuán, Javier; Uslar, Thomas; Inzunza, Martín; Villagrán, Ignacio; Riquelme, Valentina; Padilla, Oslando; Pizarro, Margarita; Corvetto, Marcia; Varas, Julián; Riquelme, Arnoldo

doi:10.1016/j.gastrohep.2018.10.001

Cited by 11 publications

(15 citation statements)

References 21 publications

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“…As a pro cient group, gastroenterology fellows (GF) were recruited. They had not received mandatory simulation-based training in paracentesis during their medical education; rather, re ecting the traditional medical learning method without simulation [4], they had practiced directly on a minimum of 20 real patients to ensure adequate experience according to the Core Curriculum recommendation of the Gastroenterology Leadership Council [12]. They were recruited according to our inclusion and exclusion criteria ( Table 1).…”

Section: Study Design and Participantsmentioning

confidence: 99%

“…Both the LC and BC groups received previously validated educational support material developed by clinical experts [4]. This material included a video tutorial on the paracentesis technique, encompassing theoretical and practical concepts.…”

Section: Simulation-based Training Programmentioning

confidence: 99%

“…Thus, paracentesis is a signi cant competence for physicians worldwide. As with other medical procedures, skill is gained through frequent performance of the procedure on patients, according to Halsted's traditional medical learning method [4]. However, exposure to the procedure could be infrequent or non-standardized during the clinical education process, since exposure to patients is not always homogeneous.…”

Section: Introductionmentioning

confidence: 99%

“…In consequence, paracentesis is often performed by learners who are not pro cient or con dent [5,6], which creates a risk for adverse events. According to the literature, a complication rate of 1.6% has been reported, including bowel perforation, hemorrhage, hemoperitoneum, and puncture site infection [4,7,8].…”

Section: Introductionmentioning

confidence: 99%

“…Simulation-based mastery learning (SBML) with deliberate practice provides the opportunity for medical students and residents to develop procedural skills [6,9]. In recent years, different simulation-based programs have been designed and assessed for paracentesis training [1,4,6,10,11], supporting their effectiveness in skills acquisition. In addition, accreditation entities now demand simulation training for students, residents, and fellows [12].…”

Section: Introductionmentioning

confidence: 99%

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Moving Forward from the “Boot Camp Method” To Learning-Curve Development in Simulation-Based Paracentesis Training For Undergraduate Medical Students

Inzunza¹,

Tejos²,

Villagrán³

et al. 2021

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Background: Abdominal paracentesis is an essential competence for physicians. Simulation-based mastery learning (SBML) programs lead to developing these skills for medical students. Most programs are structured as short boot-camps, without assessing skills' retention mid and long-term or learning curves.Aim: To assess the learning curve of paracentesis through an SBML program for medical students and compare this learning curve-based program with the boot-camp method.Methods: A prospective quasi-experimental study was conducted. A cohort of medical students participated in an SBML program with successive sessions until proficiency criteria were met while their learning curve was assessed (LC group). A control group received an SBML boot-camp intervention (BC group). As a proficient group, gastroenterology fellows (GF group) performed a paracentesis on the simulated model. The skills of the three groups were compared using technical/proficiency scores. Learning curves and cost analysis were performed.Results: 100% of the LC group achieved proficiency in the fourth session, with a flattening learning curve between third-fourth sessions. Comparing the initial and final sessions of LC group showed a significant improvement in their scores. When comparing the three groups, statistical differences were found in the skill scores, with the BC group having the lowest. The overall cost per participant was highest for the LC group.Conclusion: This study identifies a learning curve for paracentesis with an SBML program. The LC group significantly improved their skills, comparable with the GF group’s performance. SBML focused on a learning curve ensured better skills acquisition than the “boot-camp method.”

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Section: Study Design and Participantsmentioning

confidence: 99%

Section: Simulation-based Training Programmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%