A structured simulation‐based mastery learning curriculum in chest tube insertion results in superior skills compared to traditional training programs
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| Formato: | Artículo Open Access |
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Wiley
2024
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| _version_ | 1867012675475603456 |
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| author | Leander De Mol Isabelle Van Herzeele Patrick Van de Voorde Hanne Vanommeslaeghe Lars Konge Liesbeth Desender Wouter Willaert |
| author_facet | Leander De Mol Isabelle Van Herzeele Patrick Van de Voorde Hanne Vanommeslaeghe Lars Konge Liesbeth Desender Wouter Willaert Leander De Mol Isabelle Van Herzeele Patrick Van de Voorde Hanne Vanommeslaeghe Lars Konge Liesbeth Desender Wouter Willaert |
| collection | Wiley Open Access |
| contents | A structured simulation‐based mastery learning curriculum in chest tube insertion results in superior skills compared to traditional training programs Leander De Mol Isabelle Van Herzeele Patrick Van de Voorde Hanne Vanommeslaeghe Lars Konge Liesbeth Desender Wouter Willaert World Journal of Surgery AbstractBackgroundChest tube insertions (CTI) have a high complication rate, warranting a dedicated Simulation‐Based Mastery Learning (SBML) curriculum to acquire technical skills. This randomized controlled trial compares residents' skills in CTI after completing a SBML curriculum with those enrolled in a traditional residency program.MethodsJunior residents were baseline tested on cognitive and technical skills (Thiel bodies) before randomization into an intervention and control group. The former deliberately trained CTI on a porcine rib model until passing a predefined pass/fail score and were then summatively tested on Thiel bodies. The latter had no additional training opportunities and was evaluated 3 months later.ResultsSeventeen residents were recruited and randomized. Following the per‐protocol principle, a significant interaction effect for Group × Procedure (F(1,14) = 6.2, p = 0.026) was observed. Between baseline and summative assessment, both the control group (28.0 ± 8.2 vs. 43.6 ± 8.1, p < 0.001) and the intervention group (33.2 ± 7.7 vs. 57.6 ± 5.7, p < 0.001) significantly increased their scores. The intervention group outperformed the control group at summative assessment (43.6 ± 8.1 vs. 57.6 ± 5.7, p < 0.001). All participants in the intervention group and one resident in the control group achieved the pass/fail score.ConclusionThis SBML curriculum enabled quicker and superior skill acquisition. Skills trained on a porcine model are transferred to the highly realistic Thiel bodies and reach expert level, potentially increasing resident skill in clinical practice. 10.1002/wjs.12439 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| doi_str_mv | 10.1002/wjs.12439 |
| format | Artículo Open Access |
| id | wiley_oa_10_1002_wjs_12439 |
| institution | Wiley Open Access |
| license_str_mv | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| publishDate | 2024 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | A structured simulation‐based mastery learning curriculum in chest tube insertion results in superior skills compared to traditional training programs Leander De Mol Isabelle Van Herzeele Patrick Van de Voorde Hanne Vanommeslaeghe Lars Konge Liesbeth Desender Wouter Willaert World Journal of Surgery A structured simulation‐based mastery learning curriculum in chest tube insertion results in superior skills compared to traditional training programs Leander De Mol Isabelle Van Herzeele Patrick Van de Voorde Hanne Vanommeslaeghe Lars Konge Liesbeth Desender Wouter Willaert World Journal of Surgery AbstractBackgroundChest tube insertions (CTI) have a high complication rate, warranting a dedicated Simulation‐Based Mastery Learning (SBML) curriculum to acquire technical skills. This randomized controlled trial compares residents' skills in CTI after completing a SBML curriculum with those enrolled in a traditional residency program.MethodsJunior residents were baseline tested on cognitive and technical skills (Thiel bodies) before randomization into an intervention and control group. The former deliberately trained CTI on a porcine rib model until passing a predefined pass/fail score and were then summatively tested on Thiel bodies. The latter had no additional training opportunities and was evaluated 3 months later.ResultsSeventeen residents were recruited and randomized. Following the per‐protocol principle, a significant interaction effect for Group × Procedure (F(1,14) = 6.2, p = 0.026) was observed. Between baseline and summative assessment, both the control group (28.0 ± 8.2 vs. 43.6 ± 8.1, p < 0.001) and the intervention group (33.2 ± 7.7 vs. 57.6 ± 5.7, p < 0.001) significantly increased their scores. The intervention group outperformed the control group at summative assessment (43.6 ± 8.1 vs. 57.6 ± 5.7, p < 0.001). All participants in the intervention group and one resident in the control group achieved the pass/fail score.ConclusionThis SBML curriculum enabled quicker and superior skill acquisition. Skills trained on a porcine model are transferred to the highly realistic Thiel bodies and reach expert level, potentially increasing resident skill in clinical practice. 10.1002/wjs.12439 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| title | A structured simulation‐based mastery learning curriculum in chest tube insertion results in superior skills compared to traditional training programs |
| topic | World Journal of Surgery |
| url | https://onlinelibrary.wiley.com/doi/10.1002/wjs.12439 |