Tiffany N Anderson1, Brittany N Hasty1, Ingrid S Schmiederer1, Sarah E Miller2, Robert Shi3, Lauren R Aalami3, Elizabeth M Huffman4, Jennifer N Choi5, James N Lau6. 1. Surgical Education Fellow, Goodman Surgical Education Center, Department of Surgery, Stanford University. 2. Resident, Department of Obstetrics and Gynecology, Stanford University School of Medicine. 3. Research Assistant, Goodman Surgical Education Center, Stanford University School of Medicine. 4. Surgical Education Fellow, Department of Surgery, Indiana University School of Medicine. 5. Clinical Professor, General Surgery Residency Program Director, Department of Surgery, Indiana University School of Medicine. 6. Clinical Professor, Department of Surgery, Stanford University School of Medicine; Director, Goodman Surgical Education Center, Stanford University School of Medicine.
Abstract
Introduction: Recent endeavors from governing bodies such as the AAMC have formally recognized the importance of aseptic technique. AAMC guidelines include activities that all graduating physicians should be able to perform with minimum indirect supervision and were developed to recognize these needs. For example, the skills necessary for aseptic technique include daily safety habits and general physician procedures. Methods: We developed a scrub training curriculum and evaluated the program through a quasi-experimental study with a pre- and posttest design. Questions were developed to examine students' perceived knowledge and skills as related to the objectives of the course and to their anxieties, concerns, and future training needs. Results: Between February 2020 and March 2020, 44 students completed the curriculum. Students indicated that self-efficacy significantly increased in all aspects of the curricular goals following curriculum completion. Students identified understanding OR etiquette as the most anxiety-provoking element associated with scrub training. They felt that more time could be spent elucidating this etiquette. On the other hand, tasks such as surgical hand hygiene were the least anxiety-inducing. Discussion: We share this multimodal scrub training curriculum, mapped to the AAMC's guidelines, to reduce variability in teaching strategies and skills acquisition through a standardized curriculum. Also, we effectively imparted these skills and instilled a sense of confidence in learners as they worked to provide their best in patient care and safety.
Introduction: Recent endeavors from governing bodies such as the AAMC have formally recognized the importance of aseptic technique. AAMC guidelines include activities that all graduating physicians should be able to perform with minimum indirect supervision and were developed to recognize these needs. For example, the skills necessary for aseptic technique include daily safety habits and general physician procedures. Methods: We developed a scrub training curriculum and evaluated the program through a quasi-experimental study with a pre- and posttest design. Questions were developed to examine students' perceived knowledge and skills as related to the objectives of the course and to their anxieties, concerns, and future training needs. Results: Between February 2020 and March 2020, 44 students completed the curriculum. Students indicated that self-efficacy significantly increased in all aspects of the curricular goals following curriculum completion. Students identified understanding OR etiquette as the most anxiety-provoking element associated with scrub training. They felt that more time could be spent elucidating this etiquette. On the other hand, tasks such as surgical hand hygiene were the least anxiety-inducing. Discussion: We share this multimodal scrub training curriculum, mapped to the AAMC's guidelines, to reduce variability in teaching strategies and skills acquisition through a standardized curriculum. Also, we effectively imparted these skills and instilled a sense of confidence in learners as they worked to provide their best in patient care and safety.
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Authors: Brittany N Hasty; James N Lau; Ara Tekian; Sarah E Miller; Edward S Shipper; Sylvia Bereknyei Merrell; Edmund W Lee; Yoon Soo Park Journal: Acad Med Date: 2020-01 Impact factor: 6.893