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A blended approach to invasive bedside procedural instruction.

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Title: A blended approach to invasive bedside procedural instruction.
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]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A blended approach to invasive bedside procedural instruction.
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  Data: 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 &lt; 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&#39;&#39; medical knowledge and technical skills. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Medical Teacher is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.3109/0142159X.2010.509412
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      – Code: eng
        Text: English
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        PageCount: 8
        StartPage: 116
    Subjects:
      – SubjectFull: Academic medical centers
        Type: general
      – SubjectFull: Computer software
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Intellect
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      – SubjectFull: Students
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      – SubjectFull: Data analysis
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      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Hospital patients
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      – SubjectFull: Internal medicine
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      – SubjectFull: Metropolitan areas
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      – SubjectFull: Rooms
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      – SubjectFull: United States
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              Text: Feb2011
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