Sophie Pelloux1, Arnaud Grégoire2, Patrice Kirmizigul3, Sandrine Maillot4, Bernard Bui-Xuan3, Guy Llorca3, Sylvain Boet5, Jean-Jacques Lehot6, Thomas Rimmelé2. 1. Département de médecine générale, faculté de médecine Lyon Est, université Claude-Bernard Lyon 1, 69008 Lyon, France. Electronic address: s.pelloux@gmail.com. 2. Centre lyonnais d'enseignement par la simulation en santé, université Claude-Bernard Lyon 1, 69008 Lyon, France; Service d'anesthésie-réanimation, hôpital Edouard-Herriot, hospices civils de Lyon, 69003 Lyon, France. 3. Centre lyonnais d'enseignement par la simulation en santé, université Claude-Bernard Lyon 1, 69008 Lyon, France. 4. Institut de formation en soins infirmiers de Bourgoin-Jallieu, 38300 Bourgoin-Jallieu, France. 5. Department of Anesthesiology and Pain Medicine, The Ottawa Hospital, Ontario, Ottawa ON K1H 8L6, Canada; Skills and Simulation Centre (uOSSC), The Ottawa Hospital Research Institute, Ontario, Ottawa ON K1Y 4E9, Canada; Department of Innovation in Medical Education, University of Ottawa, Ontario, Ottawa ON K1H 8M5, Canada. 6. Centre lyonnais d'enseignement par la simulation en santé, université Claude-Bernard Lyon 1, 69008 Lyon, France; Service d'anesthésie-réanimation, hôpital Pierre-Wertheimer, hospices civils de Lyon, 69500 Bron, France.
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.
RCT Entities:
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.
Authors: Mansour L Alsulmi; Muath M Alqarni; Anwar A Althaqfi; Hattan H Bosy; Ruqayya A Azher; Marwan A Sabbagh; Basem H Bahakeem; Emad M Tashkandi Journal: Saudi Med J Date: 2022-02 Impact factor: 1.422