A blended approach to invasive bedside procedural instruction.
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| Title: | A blended approach to invasive bedside procedural instruction. |
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| Authors: | Lenchus, Joshua1,2 (AUTHOR) jlenchus@med.miami.edu, Issenberg, S. Barry1,3 (AUTHOR), Murphy, Daniel1,4 (AUTHOR), Everett-Thomas, Ruth1,5 (AUTHOR), Erben, Laura1,6 (AUTHOR), Arheart, Kristopher1,7 (AUTHOR), Birnbach, David J.1,8 (AUTHOR) |
| Source: | Medical Teacher. Feb2011, Vol. 33 Issue 2, p116-123. 8p. 5 Charts. |
| Subject Terms: | *Academic medical centers, *Computer software, *Curriculum planning, *Intellect, *Students, *Data analysis, *Pre-tests & post-tests, *Educational outcomes, Hospital patients, Internal medicine, Study & teaching of medicine, Metropolitan areas, Personnel management, Rooms, Statistical sampling, Satisfaction, T-test (Statistics) |
| Geographic Terms: | United States |
| Abstract: | Objective: This study assessed the impact of a blended, standardized curriculum for invasive bedside procedural training on medical knowledge and technical skills for Internal Medicine residents. Methods: The investigators developed a curriculum in procedural instruction and performance for Internal Medicine house staff, and implemented the program at a tertiary care academic medical center with a primary affiliation with a US medical school. The investigators chose procedures recommended for technical competence by the American Board of Internal Medicine: lumbar puncture, thoracentesis, paracentesis, central venous catheter insertion, and knee arthrocentesis. The program included: (1) assessment of baseline medical knowledge and technical proficiency on mannequins, (2) video instruction of procedure, (3) faculty-led discussion of critical concepts, (4) faculty demonstration of the procedure on mannequin, (5) individual practice on simulators, (6) post-intervention knowledge evaluation, and (7) post-intervention skills evaluation. The performance achieved during the initial skills evaluation on a mannequin was compared to the performance achieved on the first patient subsequent to the instructional portion. Results: All participants with complete data demonstrated a statistically significant pre-intervention to post-intervention improvement ( p < 0.05) in comprehensive medical knowledge and procedural skills. Conclusion: A blended, standardized curriculum in invasive bedside procedural instruction can significantly improve performance in participants'' medical knowledge and technical skills. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Objective: This study assessed the impact of a blended, standardized curriculum for invasive bedside procedural training on medical knowledge and technical skills for Internal Medicine residents. Methods: The investigators developed a curriculum in procedural instruction and performance for Internal Medicine house staff, and implemented the program at a tertiary care academic medical center with a primary affiliation with a US medical school. The investigators chose procedures recommended for technical competence by the American Board of Internal Medicine: lumbar puncture, thoracentesis, paracentesis, central venous catheter insertion, and knee arthrocentesis. The program included: (1) assessment of baseline medical knowledge and technical proficiency on mannequins, (2) video instruction of procedure, (3) faculty-led discussion of critical concepts, (4) faculty demonstration of the procedure on mannequin, (5) individual practice on simulators, (6) post-intervention knowledge evaluation, and (7) post-intervention skills evaluation. The performance achieved during the initial skills evaluation on a mannequin was compared to the performance achieved on the first patient subsequent to the instructional portion. Results: All participants with complete data demonstrated a statistically significant pre-intervention to post-intervention improvement ( p < 0.05) in comprehensive medical knowledge and procedural skills. Conclusion: A blended, standardized curriculum in invasive bedside procedural instruction can significantly improve performance in participants'' medical knowledge and technical skills. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.3109/0142159X.2010.509412 |
