Putting the “learning” in “pre-learning”: effects of a self-directed study hall on skill acquisition in a simulation-based central line insertion course
Abstract Background Opportunities to practice procedural skills in the clinical learning environment are decreasing, and faculty time to coach skills is limited, even in simulation-based training. Self-directed learning with hands-on practice early in a procedural skill course might help maximize th...
| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-09-01
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| Series: | Advances in Simulation |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41077-023-00261-4 |
| _version_ | 1797577405640998912 |
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| author | Emily Diederich Matthew Lineberry Vanessa Schott Julie Broski Ahmed Alsayer Krista A. Eckels Megan J. Murray William Huynh Laura A. Thomas |
| author_facet | Emily Diederich Matthew Lineberry Vanessa Schott Julie Broski Ahmed Alsayer Krista A. Eckels Megan J. Murray William Huynh Laura A. Thomas |
| author_sort | Emily Diederich |
| collection | DOAJ |
| description | Abstract Background Opportunities to practice procedural skills in the clinical learning environment are decreasing, and faculty time to coach skills is limited, even in simulation-based training. Self-directed learning with hands-on practice early in a procedural skill course might help maximize the benefit of later faculty coaching and clinical experience. However, it may also lead to well-learned errors if learners lack critical guidance. The present study sought to investigate the effects of a hands-on, self-directed “study hall” for central line insertion among first-year residents. Methods Learner cohorts before vs. after introduction of the study hall (n = 49) were compared on their pre- and post-test performance of key procedural behaviors that were comparable across cohorts, with all learners receiving traditional instructor-led training between tests. Results Study hall participants spent a median of 116 min in hands-on practice (range 57–175). They scored higher at pre-test (44% vs. 27%, p = .00; Cohen’s d = 0.95) and at post-test (80% vs. 72%, p = .02; Cohen’s d = 0.69). A dose–response relationship was found, such that 2 h of study hall were roughly equivalent to the performance improvement seen with four clinical observations or supervised insertions of central lines. Conclusions Self-directed, hands-on “study hall” supported improved procedural skill learning in the context of limited faculty availability. Potential additional benefits make the approach worth further experimentation and evaluation. |
| first_indexed | 2024-03-10T22:07:49Z |
| format | Article |
| id | doaj.art-d0d2888ea7e8405fb3f6fc268e8c8e9d |
| institution | Directory Open Access Journal |
| issn | 2059-0628 |
| language | English |
| last_indexed | 2024-03-10T22:07:49Z |
| publishDate | 2023-09-01 |
| publisher | BMC |
| record_format | Article |
| series | Advances in Simulation |
| spelling | doaj.art-d0d2888ea7e8405fb3f6fc268e8c8e9d2023-11-19T12:45:33ZengBMCAdvances in Simulation2059-06282023-09-01811710.1186/s41077-023-00261-4Putting the “learning” in “pre-learning”: effects of a self-directed study hall on skill acquisition in a simulation-based central line insertion courseEmily Diederich0Matthew Lineberry1Vanessa Schott2Julie Broski3Ahmed Alsayer4Krista A. Eckels5Megan J. Murray6William Huynh7Laura A. Thomas8Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of Kansas School of MedicineDepartment of Population Health, University of Kansas School of MedicineVeteran’s Affairs Eastern Kansas Health Care SystemDepartment of Surgery, University of Kansas School of MedicineCollege of Science and Arts, Taibah UniversityDepartment of Occupational Therapy, School of Health ProfessionsUniversity of Kansas School of MedicineUniversity of Kansas School of MedicineDivision of Pulmonary and Critical Care Medicine, Department of Medicine, University of Kansas School of MedicineAbstract Background Opportunities to practice procedural skills in the clinical learning environment are decreasing, and faculty time to coach skills is limited, even in simulation-based training. Self-directed learning with hands-on practice early in a procedural skill course might help maximize the benefit of later faculty coaching and clinical experience. However, it may also lead to well-learned errors if learners lack critical guidance. The present study sought to investigate the effects of a hands-on, self-directed “study hall” for central line insertion among first-year residents. Methods Learner cohorts before vs. after introduction of the study hall (n = 49) were compared on their pre- and post-test performance of key procedural behaviors that were comparable across cohorts, with all learners receiving traditional instructor-led training between tests. Results Study hall participants spent a median of 116 min in hands-on practice (range 57–175). They scored higher at pre-test (44% vs. 27%, p = .00; Cohen’s d = 0.95) and at post-test (80% vs. 72%, p = .02; Cohen’s d = 0.69). A dose–response relationship was found, such that 2 h of study hall were roughly equivalent to the performance improvement seen with four clinical observations or supervised insertions of central lines. Conclusions Self-directed, hands-on “study hall” supported improved procedural skill learning in the context of limited faculty availability. Potential additional benefits make the approach worth further experimentation and evaluation.https://doi.org/10.1186/s41077-023-00261-4Pre-learningSimulationSelf-directed learningCentral line insertionProcedural training |
| spellingShingle | Emily Diederich Matthew Lineberry Vanessa Schott Julie Broski Ahmed Alsayer Krista A. Eckels Megan J. Murray William Huynh Laura A. Thomas Putting the “learning” in “pre-learning”: effects of a self-directed study hall on skill acquisition in a simulation-based central line insertion course Advances in Simulation Pre-learning Simulation Self-directed learning Central line insertion Procedural training |
| title | Putting the “learning” in “pre-learning”: effects of a self-directed study hall on skill acquisition in a simulation-based central line insertion course |
| title_full | Putting the “learning” in “pre-learning”: effects of a self-directed study hall on skill acquisition in a simulation-based central line insertion course |
| title_fullStr | Putting the “learning” in “pre-learning”: effects of a self-directed study hall on skill acquisition in a simulation-based central line insertion course |
| title_full_unstemmed | Putting the “learning” in “pre-learning”: effects of a self-directed study hall on skill acquisition in a simulation-based central line insertion course |
| title_short | Putting the “learning” in “pre-learning”: effects of a self-directed study hall on skill acquisition in a simulation-based central line insertion course |
| title_sort | putting the learning in pre learning effects of a self directed study hall on skill acquisition in a simulation based central line insertion course |
| topic | Pre-learning Simulation Self-directed learning Central line insertion Procedural training |
| url | https://doi.org/10.1186/s41077-023-00261-4 |
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