Christian Collet1, Mahmoud El Hajj1, Rawad Chaker2, Bernard Bui-Xuan3,4, Jean-Jacques Lehot3,4, Nady Hoyek5. 1. Inter-university Laboratory of Human Motor Performance (LIBM - EA 7424), Université de Lyon, Université Claude Bernard, Lyon 1, 27 & 29 Boulevard du 11 Novembre 1918, F-69622, Villeurbanne Cedex, France. 2. ISPEF, Laboratory of Education Cultures and Politics, University Lumière Lyon 2, Lyon, Cedex 07, 69365, France. 3. Health Services and Performance Research (HESPER - EA7425), Faculty of Medicine Lyon-Est, Université de Lyon, Université Claude Bernard Lyon 1, 8, Avenue Rockefeller, F-69008, Lyon, France. 4. Hospices Civils de Lyon, Neurological Hospital, Boulevard Pinel, 69 500, Lyon, Bron, France. 5. Inter-university Laboratory of Human Motor Performance (LIBM - EA 7424), Université de Lyon, Université Claude Bernard, Lyon 1, 27 & 29 Boulevard du 11 Novembre 1918, F-69622, Villeurbanne Cedex, France. nady.hoyek@univ-lyon1.fr.
Abstract
BACKGROUND: The peripheral venous catheter is the most frequently used medical device in hospital care to administer intravenous treatment or to take blood samples by introducing a catheter into a vein. The aim of this study was to examine the effect of motor imagery associated with actual training on the learning of peripheral venous catheter insertion into a simulated venous system. METHOD: This was a prospective monocentre study in 3rd year medical students. Forty medical students were assigned to the experimental group (n = 20) performing both real practice and motor imagery of peripheral venous catheter insertion or to the control group (n = 20) trained through real practice only. We also recruited a reference group of 20 professional nurses defining the benchmark for a target performance. RESULTS: The experimental group learned the peripheral venous catheter insertion faster than the control group in the beginning of learning phase (p < 0.001), reaching the expected level after 4 sessions (p = .87) whereas the control group needed 5 sessions to reach the same level (p = .88). Both groups were at the same level at the end of the scheduled training. CONCLUSIONS: Therefore, motor imagery improved professional motor skills learning, and limited the time needed to reach the expected level. Motor imagery may strengthen technical medical skill learning.
RCT Entities:
BACKGROUND: The peripheral venous catheter is the most frequently used medical device in hospital care to administer intravenous treatment or to take blood samples by introducing a catheter into a vein. The aim of this study was to examine the effect of motor imagery associated with actual training on the learning of peripheral venous catheter insertion into a simulated venous system. METHOD: This was a prospective monocentre study in 3rd year medical students. Forty medical students were assigned to the experimental group (n = 20) performing both real practice and motor imagery of peripheral venous catheter insertion or to the control group (n = 20) trained through real practice only. We also recruited a reference group of 20 professional nurses defining the benchmark for a target performance. RESULTS: The experimental group learned the peripheral venous catheter insertion faster than the control group in the beginning of learning phase (p < 0.001), reaching the expected level after 4 sessions (p = .87) whereas the control group needed 5 sessions to reach the same level (p = .88). Both groups were at the same level at the end of the scheduled training. CONCLUSIONS: Therefore, motor imagery improved professional motor skills learning, and limited the time needed to reach the expected level. Motor imagery may strengthen technical medical skill learning.
Entities:
Keywords:
Motor imagery; Motor learning; Professional medical skills
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