Virtual Procedural Supervision During the COVID-19 Pandemic: A Novel Pilot for Supervising Invasive Bedside Procedures in the ICU
| Autor: | Richard A. Oeckler, Anna K. Brady, Diana J. Kelm, Kavitha Gopalratnam, Cassie C. Kennedy, Richard Koubek |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Medical education
Medicine (General) Supervisor business.industry Process (engineering) HCW Healthcare worker media_common.quotation_subject Best practice education IBP Invasive bedside procedure Intensive care unit Article law.invention ICU Intensive care unit R5-920 law Health care Medicine PPE Personal protective equipment business Set (psychology) Personal protective equipment Autonomy media_common |
| Zdroj: | Mayo Clinic Proceedings: Innovations, Quality & Outcomes, Vol 5, Iss 6, Pp 992-996 (2021) Mayo Clinic Proceedings: Innovations, Quality & Outcomes |
| ISSN: | 2542-4548 |
| Popis: | The ability to perform invasive bedside procedures (IBPs) safely and efficiently is a core skill set within critical care medicine. Fellowship training provides a pivotal time for learners to attain baseline proficiency in such procedures to decrease patient complications. The coronavirus disease 2019 pandemic has posed distinct challenges to the traditional model of teaching and supervising IBPs in the intensive care unit, including stewardship of personal protective equipment and limiting health care worker exposure to persons with coronavirus disease 2019. To address these challenges, we piloted a novel method of IBP supervision and teaching using a virtual monitoring system. In this virtual procedural supervision model, the supervising teacher is located outside the patient room, limiting personal protective equipment use and health care worker exposure. An audiovisual monitoring system allowed communication between the teacher and the learner as well as supervisor visualization of the procedural encounter. Virtual supervision was used for central line placement and bronchoscopy in the medical intensive care unit with no complications or instances of the supervisor needing to enter the patient room. Success was felt to depend on camera positioning and preprocedure planning and to be best for advanced learners who would not require tactile feedback. Upper level learners appreciated autonomy granted by this process. Virtual IBP supervision is felt to be a useful tool in specific situations. As with any tool, there are notable strengths and limitations. Success is felt to be optimized when attention is paid to procedural teaching best practices, learner selection, and technological logistics. |
| Databáze: | OpenAIRE |
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