Peripheral venous catheter insertion simulation training: A randomized controlled trial comparing performance after instructor-led teaching versus peer-assisted learning - 29/11/17
, Arnaud Grégoire b, c, Patrice Kirmizigul b, Sandrine Maillot d, Bernard Bui-Xuan b, Guy Llorca b, Sylvain Boet e, f, g, Jean-Jacques Lehot b, h, Thomas Rimmelé b, cBienvenue sur EM-consulte, la référence des professionnels de santé.
L’accès au texte intégral de cet article nécessite un abonnement.
| pages | 6 |
| Iconographies | 3 |
| Vidéos | 0 |
| Autres | 0 |
Abstract |
Introduction |
Peripheral venous catheter insertion is a procedural skill that every medical student should master. Training is often limited to a small number of students and is poorly evaluated. The objective of this study was to evaluate the performance of peer-assisted learning in comparison to instructor-led teaching for peripheral venous catheter insertion training.
Methods |
Students were randomized to the control group attending a traditional instructor-led training session (slideshow and demonstration by an anesthetist instructor, followed by training on a procedural simulator) or to the test group attending a peer-assisted training session (slideshow and demonstration video-recorded by the same instructor, followed by training on a procedural simulator). The primary endpoint was the performance of peripheral venous catheter insertion, assessed on procedural simulator one week later by blinded experts using a standardized 20-item grid. Students self-evaluated their confidence levels using a numeric 10-point scale.
Results |
Eighty-six students were included, 73 of whom attended the assessment session. The median performance score was 12/20 [8–15] in the instructor-led teaching group versus 13/20 [11–15] in the peer-assisted learning group (P=0.430). Confidence levels improved significantly after the assessment session and were significantly higher in the peer-assisted learning group (7.6/10 [7.0–8.0] versus 7.0/10 [5.0–8.0], P=0.026).
Conclusion |
Peer-assisted learning is effective for peripheral venous catheter insertion training and can be as effective as instructor-led teaching. Given the large number of students to train, this finding is important for optimizing the cost-effectiveness of peripheral venous catheter insertion training.
Le texte complet de cet article est disponible en PDF.Keywords : Peripheral venous catheter insertion, Motor skills, Simulation training, Instructor-led teaching, Peer-assisted learning, Medical education
Plan
Vol 36 - N° 6
P. 397-402 - décembre 2017 Retour au numéro
Article précédent
- Impact of iron deficiency diagnosis using hepcidin mass spectrometry dosage methods on hospital stay and costs after a prolonged ICU stay: Study protocol for a multicentre, randomised, single-blinded medico-economic trial
- Sigismond Lasocki, Hervé Puy, Grégoire Mercier, Sylvain Lehmann, the Hepcidane study group, Pierre Asfar, Alain Mercat, Thomas Gaillard, Soizic Gergaud, Sigismond Lasocki, Cyrille Sargentini, Claire Geneve, Philippe Montravers, Thibault Lefebvre, Herve Puy, Grégoire Mercier, Nicolas Nagot, Constance Delaby, Christophe Hirtz, Sylvain Lehmann, Jérôme Vialaret, Gerald Chanques, Samir Jaber, Karim Asehnoune, Antoine Roquilly, Claire Dahyot-Fizelier, Olivier Mimoz, Sonia Isslame, Philippe Seguin, Mathilde Barbaz, Martine Ferrandiere
- Physiological and self-assessed psychological stress induced by a high fidelity simulation course among third year anesthesia and critical care residents: An observational study
- Thomas Geeraerts, Philippe Roulleau, Gaëlle Cheisson, Fouad Marhar, Karl Aidan, Karim Lallali, Morgan Leguen, David Schnell, Fabien Trabold, Philippe Fauquet-Alekhine, Jacques Duranteau, Dan Benhamou
Bienvenue sur EM-consulte, la référence des professionnels de santé.
L’accès au texte intégral de cet article nécessite un abonnement.
Bienvenue sur EM-consulte, la référence des professionnels de santé.
L’achat d’article à l’unité est indisponible à l’heure actuelle.
Déjà abonné à cette revue ?