Putting the "learning" in "pre-learning": effects of a self-directed study hall on skill acquisition in a simulation-based central line insertion course.

Autor: Diederich E; Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of Kansas School of Medicine, Kansas City, KS, USA. ediederich@kumc.edu.; Zamierowski Institute for Experiential Learning, University of Kansas Medical Center and Health System, Kansas City, KS, USA. ediederich@kumc.edu., Lineberry M; Department of Population Health, University of Kansas School of Medicine, Kansas City, KS, USA., Schott V; Veteran's Affairs Eastern Kansas Health Care System, Topeka, KS, USA., Broski J; Department of Surgery, University of Kansas School of Medicine, Kansas City, KS, USA., Alsayer A; College of Science and Arts, Taibah University, Almadinah Almunawwarah City, Kingdom of Saudi Arabia., Eckels KA; Department of Occupational Therapy, School of Health Professions, Kansas City, KS, USA., Murray MJ; University of Kansas School of Medicine, Kansas City, KS, USA., Huynh W; University of Kansas School of Medicine, Kansas City, KS, USA., Thomas LA; Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of Kansas School of Medicine, Kansas City, KS, USA.
Jazyk: angličtina
Zdroj: Advances in simulation (London, England) [Adv Simul (Lond)] 2023 Sep 08; Vol. 8 (1), pp. 21. Date of Electronic Publication: 2023 Sep 08.
DOI: 10.1186/s41077-023-00261-4
Abstrakt: 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.
(© 2023. Society in Europe for Simulation Applied to Medicine (SESAM) and BioMed Central Ltd.)
Databáze: MEDLINE
Externí odkaz: