Simulated training program in abdominal paracentesis for undergraduate medical students,Programa de entrenamiento simulado en paracentesis abdominal para estudiantes de medicina de pregrado
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Date
2019
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Abstract
Background and aims: Abdominal paracentesis is an area that every general physician should know about, and the current learning model is unsafe for patients. Simulation allows students to develop their skills prior to clinical confrontation with minimal risks. The aims of this study were to design and evaluate a paracentesis simulation workshop for undergraduate students.
Methods: A workshop was implemented using a specially designed and validated simulation model for abdominal paracentesis. The simulated technique considered the recognition of materials, operator equipment, asepsis, anesthesia, puncture and obtaining liquid, collecting samples for analysis, withdrawal of the material and occlusion. A 24-point direct observation checklist was administered to assess the student. We assessed two students at the beginning of the workshop and all the students at the end. A perception survey was applied to attendees at the end of the workshop.
Results: 247 students were included and a workshop that involved 8 students per session was held. Students significantly improved their skills comparing pre- and post-evaluation results [13.36 +/- 4.46 (55.7%) vs. 22.3 +/- 1.83 (92.9%) respectively (n=69) p< 0.001]. The students' perception questionnaire (n= 38) showed that the training sessions were highly valued, averaging 4.8 +/- 0.38 on a Likert scale of 1-5.
Conclusions: Simulated training in abdominal paracentesis is a very good teaching method. This teaching methodology should be highly recommended as an educational strategy in medicine because it could accelerate the acquisition of clinical skills in a safe learning environment. (C) 2018 Elsevier Espana, S.L.U. All rights reserved.
Methods: A workshop was implemented using a specially designed and validated simulation model for abdominal paracentesis. The simulated technique considered the recognition of materials, operator equipment, asepsis, anesthesia, puncture and obtaining liquid, collecting samples for analysis, withdrawal of the material and occlusion. A 24-point direct observation checklist was administered to assess the student. We assessed two students at the beginning of the workshop and all the students at the end. A perception survey was applied to attendees at the end of the workshop.
Results: 247 students were included and a workshop that involved 8 students per session was held. Students significantly improved their skills comparing pre- and post-evaluation results [13.36 +/- 4.46 (55.7%) vs. 22.3 +/- 1.83 (92.9%) respectively (n=69) p< 0.001]. The students' perception questionnaire (n= 38) showed that the training sessions were highly valued, averaging 4.8 +/- 0.38 on a Likert scale of 1-5.
Conclusions: Simulated training in abdominal paracentesis is a very good teaching method. This teaching methodology should be highly recommended as an educational strategy in medicine because it could accelerate the acquisition of clinical skills in a safe learning environment. (C) 2018 Elsevier Espana, S.L.U. All rights reserved.