Impact of an educational intervention on ankle-brachial index performance among medical students and fidelity assessment at month-6

Autor: Omarjee, Loukman, Donnou, Céline, Chaudru, Ségolène, Locher, Clara, Paul, Eunice, Charasson, Marie, Mauger, Chadi, Jaquinandi, Vincent, Stivalet, Olivier, Mahé, Guillaume
Přispěvatelé: Centre d'Investigation Clinique [Rennes] (CIC), Université de Rennes 1 (UR1), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES)-Hôpital Pontchaillou-Institut National de la Santé et de la Recherche Médicale (INSERM), Département de médecine vasculaire [CHU de Rennes], CHU Pontchaillou [Rennes], Département de médecine vasculaire [Centre Hospitalier de Saint-Malo], Centre hospitalier de Saint Malo, Département de médecine vasculaire [Centre Hospitalier René Pleven], Centre Hospitalier René Pleven, Jonchère, Laurent, Université de Rennes (UR)-Hôpital Pontchaillou-Institut National de la Santé et de la Recherche Médicale (INSERM)
Jazyk: angličtina
Rok vydání: 2019
Předmět:
Zdroj: Annals of Vascular Surgery
Annals of Vascular Surgery, Elsevier Masson, 2019, 56, pp.246-253. ⟨10.1016/j.avsg.2018.07.044⟩
Annals of Vascular Surgery, 2019, 56, pp.246-253. ⟨10.1016/j.avsg.2018.07.044⟩
ISSN: 0890-5096
1615-5947
DOI: 10.1016/j.avsg.2018.07.044⟩
Popis: International audience; Background - The resting ankle-brachial index (ABI) is a clinical test to diagnose peripheral artery disease. The Wyatt's score has been proposed to assess the students' performance on ABI measurement on a healthy volunteer (HV). No study has shown that this score is sensitive to different teaching methods. In this randomized controlled trial, we wanted to determine whether didactic learning alone or didactic learning combined with experiential learning improves proficiency in the ABI procedure assessed by the Wyatt's score. Methods - Medical students (n = 30) received a didactic learning, including (1) a presentation of the ABI guidelines and (2) a video demonstration. Each student was then randomized into 2 groups ("the no experiential learning group" and "the experiential learning group"). An initial evaluation was performed after the didactic learning and then the final evaluation at the end of the intervention. A student was considered to be proficient when he performed a correct ABI procedure on an HV. The correct procedure corresponds to the following: (1) correctly answered Wyatt's score and (2) a difference in the ABI measurement between a professor in vascular medicine and a student was ≤0.15. Results - No student was proficient at the initial evaluation. At the final evaluation, there was a significant difference between the number of proficient students for the Wyatt's score depending on their learning group [didactic alone (1/10) or didactic + experiential training (15/20)] and also for the ABI procedure [didactic alone (0/10) or didactic + experiential training (16/20)]. At 6 months, among the 12 students who passed the final evaluation, 4 students passed both the Wyatt's score and the ABI measurement. Conclusions - Our study demonstrates that the Wyatt's score was sensitive to an educational intervention and no improvement was found in the case of "no experiential learning." The Wyatt's score could be used to evaluate the student on ABI measurement after an educational intervention. Trial registration - A randomized controlled trial was conducted in the Vascular Medicine Department of Rennes University Hospital (France). This was approved by the ethics review board of our institution (no. 16.150).
Databáze: OpenAIRE
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