An observer tool to enhance learning of incoming anesthesia residents’ skills during simulation training of central venous catheter insertion: a randomized controlled trial
Abstract Background Central venous catheter (CVC) insertion using simulation is an essential skill for anesthesiologists. Simulation training is an effective mean to master this skill. Given the large number of residents and the limited duration of training sessions, the active practice time is limi...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-12-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04915-9 |
| _version_ | 1827581582184022016 |
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| author | Dan Benhamou Sarah Tant Benoit Gille Yannis Bornemann Laura Ruscio Karl Kamel Chloé Dunyach Bénédicte Jeannin Maxime Bouilliant-linet Antonia Blanié |
| author_facet | Dan Benhamou Sarah Tant Benoit Gille Yannis Bornemann Laura Ruscio Karl Kamel Chloé Dunyach Bénédicte Jeannin Maxime Bouilliant-linet Antonia Blanié |
| author_sort | Dan Benhamou |
| collection | DOAJ |
| description | Abstract Background Central venous catheter (CVC) insertion using simulation is an essential skill for anesthesiologists. Simulation training is an effective mean to master this skill. Given the large number of residents and the limited duration of training sessions, the active practice time is limited and residents remain observers of their colleagues for much of the session. To improve learning during observation periods, the use of an observer tool (OT) has been advocated but its educational effectiveness is not well defined. Methods Incoming anesthesia residents were randomized to use an OT (i.e. procedural skill-based checklist) (OT+) or not (OT-) when observing other residents during a simulation bootcamp. The primary outcome was a composite score (total 60 points) evaluating CVC procedural skills rated immediately after the training. This score covers theoretical knowledge explored by multiple choice questions (MCQs) (/20), perceived improvement in knowledge and skills (/20), perceived impact on future professional life (/10) and satisfaction (/10). Measurements were repeated 1 month later. Residents in each group recorded the number of CVCs placed and their clinical outcomes (attempts, complications) during the first month of their clinical rotation using a logbook. Results Immediately after training, the composite score was similar between the two groups: 45.3 ± 4.2 (OT+, n = 49) and 44.4 ± 4.8 (OT-, n = 42) (p = 0.323). Analysis of sub-items also showed no difference. Results at 1 month were not different between groups. Analysis of the logbook showed no difference between groups. No serious complications were reported. Conclusions The use of a procedural task-based OT by incoming anesthesia residents and used during CVC insertion simulation training was not associated with better learning outcomes, neither immediately after the session nor when re-evaluated 1 month later. The training at least once on simulator of all residents could limit the impact of OT. Further studies are necessary to define the place of OT in simulation training. |
| first_indexed | 2024-03-08T22:37:27Z |
| format | Article |
| id | doaj.art-7c0e8df62ac04060b20a9c37c1750f21 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-08T22:37:27Z |
| publishDate | 2023-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-7c0e8df62ac04060b20a9c37c1750f212023-12-17T12:20:49ZengBMCBMC Medical Education1472-69202023-12-012311710.1186/s12909-023-04915-9An observer tool to enhance learning of incoming anesthesia residents’ skills during simulation training of central venous catheter insertion: a randomized controlled trialDan Benhamou0Sarah Tant1Benoit Gille2Yannis Bornemann3Laura Ruscio4Karl Kamel5Chloé Dunyach6Bénédicte Jeannin7Maxime Bouilliant-linet8Antonia Blanié9Centre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris SaclayDépartement d’Anesthésie-Réanimation et Médecine Péri Opératoire, APHP, CHU BicêtreCentre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris SaclayCentre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris SaclayCentre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris SaclayCentre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris SaclayCentre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris SaclayCentre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris SaclayCentre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris SaclayCentre de simulation LabForSIMS, Département de Recherche et Innovation Pédagogique en Santé, Faculté de médecine Université Paris SaclayAbstract Background Central venous catheter (CVC) insertion using simulation is an essential skill for anesthesiologists. Simulation training is an effective mean to master this skill. Given the large number of residents and the limited duration of training sessions, the active practice time is limited and residents remain observers of their colleagues for much of the session. To improve learning during observation periods, the use of an observer tool (OT) has been advocated but its educational effectiveness is not well defined. Methods Incoming anesthesia residents were randomized to use an OT (i.e. procedural skill-based checklist) (OT+) or not (OT-) when observing other residents during a simulation bootcamp. The primary outcome was a composite score (total 60 points) evaluating CVC procedural skills rated immediately after the training. This score covers theoretical knowledge explored by multiple choice questions (MCQs) (/20), perceived improvement in knowledge and skills (/20), perceived impact on future professional life (/10) and satisfaction (/10). Measurements were repeated 1 month later. Residents in each group recorded the number of CVCs placed and their clinical outcomes (attempts, complications) during the first month of their clinical rotation using a logbook. Results Immediately after training, the composite score was similar between the two groups: 45.3 ± 4.2 (OT+, n = 49) and 44.4 ± 4.8 (OT-, n = 42) (p = 0.323). Analysis of sub-items also showed no difference. Results at 1 month were not different between groups. Analysis of the logbook showed no difference between groups. No serious complications were reported. Conclusions The use of a procedural task-based OT by incoming anesthesia residents and used during CVC insertion simulation training was not associated with better learning outcomes, neither immediately after the session nor when re-evaluated 1 month later. The training at least once on simulator of all residents could limit the impact of OT. Further studies are necessary to define the place of OT in simulation training.https://doi.org/10.1186/s12909-023-04915-9SimulationAnesthesiaTechnical skillsObserver toolObservational learningCentral venous catheter |
| spellingShingle | Dan Benhamou Sarah Tant Benoit Gille Yannis Bornemann Laura Ruscio Karl Kamel Chloé Dunyach Bénédicte Jeannin Maxime Bouilliant-linet Antonia Blanié An observer tool to enhance learning of incoming anesthesia residents’ skills during simulation training of central venous catheter insertion: a randomized controlled trial BMC Medical Education Simulation Anesthesia Technical skills Observer tool Observational learning Central venous catheter |
| title | An observer tool to enhance learning of incoming anesthesia residents’ skills during simulation training of central venous catheter insertion: a randomized controlled trial |
| title_full | An observer tool to enhance learning of incoming anesthesia residents’ skills during simulation training of central venous catheter insertion: a randomized controlled trial |
| title_fullStr | An observer tool to enhance learning of incoming anesthesia residents’ skills during simulation training of central venous catheter insertion: a randomized controlled trial |
| title_full_unstemmed | An observer tool to enhance learning of incoming anesthesia residents’ skills during simulation training of central venous catheter insertion: a randomized controlled trial |
| title_short | An observer tool to enhance learning of incoming anesthesia residents’ skills during simulation training of central venous catheter insertion: a randomized controlled trial |
| title_sort | observer tool to enhance learning of incoming anesthesia residents skills during simulation training of central venous catheter insertion a randomized controlled trial |
| topic | Simulation Anesthesia Technical skills Observer tool Observational learning Central venous catheter |
| url | https://doi.org/10.1186/s12909-023-04915-9 |
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