Acceptance and effectiveness for learning of a simulation manikin for suprapubic aspiration in toddlers constructed with simple means

BMC Research Notes

Carolin Wengel³  Alix Witsch²  Svenja Liesenjohann³  Katharina Luczak¹  Elisabeth Dorothea Jasper³  Veronika Rings³  Silvan Patalong³  Suzan Memili³  Kerstin Ling³  Alice Martin³  Hans Martin Bosse³ 

[1] Westphalian Child Centre, Klinikum Dortmund, Beurhausstr. 40, Dortmund, 44137, Germany;Alexianer Hospital Köln, Kölner Str. 64, Cologne, 51149, Germany;Clinic for General Pediatrics, Neonatology and Pediatric Cardiology, University Clinic Düsseldorf (UKD), Heinrich-Heine-University, Moorenstr. 5, Düsseldorf, 40225, Germany

关键词: Anatomic model;    Puncture;    Suprapubic aspiration;    Motor skill;    Clinical skill;    Undergraduate medical education;   

Others  :  1229605
DOI  :  10.1186/s13104-015-1536-7

 received in 2015-01-21, accepted in 2015-09-30,  发布年份 2015

【 摘 要 】

Background

Skills trainings are increasing in popularity in undergraduate medical education enhancing clinical competencies and motivation for clinical practice. A suprapubic aspiration (SPA) is the gold standard to obtain urine from toddlers and young infants with fever and unclear focus to prove an urinary tract infection.

Methods

In a blended-learning scenario with virtual patients and skills lab training students were trained for a SPA. Currently, no toddler simulation manikin for SPA is available on the market so we constructed one with simple means. Students’ acceptance and their view on relevant aspects of the manikin for learning effectiveness were assessed.

Results

With an expenditure regarding work of 3½ h and material costs of 188.12 Euro we were able to construct a paediatric manikin for suprapubic bladder punction using a cheap basic life support manikin. N = 56 students rated their learning success with the manikin as high (77.2 ± 21.6; mean and standard deviation; visual analogue scales from 100 = totally agree to 0 = don’t agree at all). The model was rated as useful for training (84.2 ± 17.2) and realistic (62.1 ± 23.5). Important factors for students’ learning success were (in descending order) that “urine” could be aspirated (81.4 ± 19.5), the feel of the needle inserted in the manikin (71.5 ± 23.2), and—notably less important—the outer appearance in general (40.3 ± 24.6).

Conclusions

We present a construction of a paediatric manikin for suprapubic aspiration with simple means for a realistic learning scenario with high learning success.

【 授权许可】

   
2015 Bosse et al.

【 图 表 】

Fig.1.

Fig.1.

【 参考文献 】

• [1]Ziv A, Ben-David S, Ziv M: Simulation based medical education: an opportunity to learn from errors. Med Teach 2005, 27(3):193-199.
• [2]Barrows HS: An overview of the uses of standardized patients for teaching and evaluating clinical skills. AAMC. Acad Med 1993, 68(6):443-451.
• [3]Bradley P, Postlethwaite K: Setting up a clinical skills learning facility. Med Educ 2003, 37(Suppl1):6-13.
• [4]Nikendei C, Zeuch A, Dieckmann P, Roth C, Schafer S, Volkl M, Schellberg D, Herzog W, Jünger J: Role-playing for more realistic technical skills training. Med Teach 2005, 27(2):122-126.
• [5]Issenberg SB, McGaghie WC, Petrusa ER, Lee Gordon D, Scalese RJ: Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach 2005, 27(1):10-28.
• [6]Jiang G, Chen H, Wang S, Zhou Q, Li X, Chen K, Sui X: Learning curves and long-term outcome of simulation-based thoracentesis training for medical students. BMC Med Educ 2011, 11:39. BioMed Central Full Text
• [7]Khan K, Pattison T, Sherwood M: Simulation in medical education. Med Teach 2011, 33(1):1-3.
• [8]Lynagh M, Burton R, Sanson-Fisher R: A systematic review of medical skills laboratory training: where to from here? Med Educ 2007, 41:879-887.
• [9]Lenchus J, Issenberg SB, Murphy D, Everett-Thomas R, Erben L, Arheart K, Birnbach DJ: A blended approach to invasive bedside procedural instruction. Med Teach 2011, 33(2):116-123.
• [10]Fraser K, Peets A, Walker I, Tworek J, Paget M, Wright B, McLaughlin K: The effect of simulator training on clinical skills acquisition, retention and transfer. Med Educ 2009, 43(8):784-789.
• [11]McGaghie WC, Draycott TJ, Dunn WF, Lopez CM, Stefanidis D: Evaluating the impact of simulation on translational patient outcomes. Simul Healthc 2011, 6(Suppl):S42-S47.
• [12]Weyrich P, Schrauth M, Kraus B, et al.: Undergraduate technical skills training guided by student tutors-analysis of tutors’ attitudes, tutees’ acceptance and learning progress in an innovative teaching model. BMC Med Educ 2008, 8:18. BioMed Central Full Text
• [13]Weyrich P, Celebi N, Schrauth M, et al.: Peer-assisted versus faculty staff-led skills laboratory training: a randomised controlled trial. Med Educ 2009, 43:113-120.
• [14]Tolsgaard MG, Gustafsson A, Rasmussen MB, et al.: Student teachers can be as good as associate professors in teaching clinical skills. Med Teach 2007, 29:553-557.
• [15]Finkelstein JA, Christiansen CL, Platt R: Fever in pediatric primary care: occurrence, management, and outcomes. Pediatrics 2000, 105(2):260-266.
• [16]National Institute for Health and Care Excellence (NICE). Clinical guideline 54: urinary tract infection in children—diagnosis, treatment and long-term management. 2007. http://guidance.nice.org.uk/cg54/. Accessed 20 Jan 2015.
• [17]Roberts KB, Downs SM, Finnell SM, Hellerstein S, Shortliffe LD, Wald ER, Zerin JM, Davidson C: Urinary tract infection: clinical practice guideline for the diagnosis and management of the initial UTI in febrile infants and children 2–24 months. Pediatrics 2011, 128(3):595-610.
• [18]Whiting P, Westwood M, Bojke L, Palmer S, Richardson G, Cooper J, Watt I, Glanville J, Sculpher M, Kleijnen J: Clinical effectiveness and cost-effectiveness of tests for the diagnosis and investigation of urinary tract infection in children: a systematic review and economic model. Health Technol Assess 2006, 10(36):1-154.
• [19]Etoubleau C, Reveret M, Brouet D, Badier I, Brosset P, Fourcade L, Bahans C, Garnier F, Blanc P, Guigonis V: Moving from bag to catheter for urine collection in non-toilet-trained children suspected of having urinary tract infection: a paired comparison of urine cultures. Pediatrics 2009, 154(6):803-806.
• [20]Pollack CV Jr, Pollack ES, Andrew ME: Suprapubic bladder aspiration versus urethral catheterization in ill infants: success, efficiency and complication rates. Ann Emerg Med 1994, 23(2):225-230.
• [21]Phillips B: Towards evidence based medicine for paediatricians. Urethral catheter or suprapubic aspiration to reduce contamination of urine samples in young children? Arch Dis Child 2009, 94(9):736-739.
• [22]Lehmann R, Bosse HM, Simon A, Nikendei C, Huwendiek S: An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors. BMC Med Educ 2013, 13:23. BioMed Central Full Text
• [23]Simon G: Suprapubic bladder puncture in a private pediatric practice. Postgrad Med 1982, 72(1):63-64.
• [24]Nakamura J, Csikszentmihalyi M: The concept of flow. In Handbook of positive psychology. Edited by Snyder CR, Lopez SJ. Oxford University Press, New York; 2002:89-105.
• [25]Wulf G, Shea C, Lewthwaite R: Motor skill learning and performance: a review of influential factors. Med Educ 2010, 44:75-84.
• [26]Bandura A, Walters RH: Social Learning and personality developement. 1st edition. Holt Rinehart and Winston, New York; 1963.
• [27]Sutton RM, Niles D, Meaney PA, Aplenc R, French B, Abella BS, Lengetti EL, Berg RA, Helfaer MA, Nadkarni V: “Booster” training: evaluation of instructor-led bedside cardiopulmonary resuscitation skill training and automated corrective feedback to improve cardiopulmonary resuscitation compliance of Pediatric Basic Life Support providers during simulated cardiac arrest. Pediatr Crit Care Med 2011, 12(3):116-121.
• [28]Kruglikova I, Grantcharov TP, Drewes AM, Funch-Jensen P: The impact of constructive feedback on training in gastrointestinal endoscopy using high-fidelity Virtual-Reality simulation: a randomised controlled trial. Gut 2010, 59(2):181-185.
• [29]Vickers JN, Livingston LF, Umeris-Bohnert S, Holden D: Decision training: the effects of complex instruction, variable practice and reduced delayed feedback on the acquisition and transfer of a motor skill. J Sports Sci 1999, 17:357-367.
• [30]Stefanidis D, Korndorffer JR Jr, Heniford BT, Scott DJ: Limited feedback and video tutorials optimize learning and resource utilization during laparoscopic simulator training. Surgery 2007, 142:202-206.
• [31]Boyle E, Al-Akash M, Gallagher AG, Traynor O, Hill AD, Neary PC: Optimising surgical training: use of feedback to reduce errors during a simulated surgical procedure. Postgrad Med J 2011, 87:524-528.
• [32]Semeraro F, Frisoli A, Bergamasco M, Cerchiari EL: Virtual reality enhanced mannequin (VREM) that is well received by resuscitation experts. Resuscitation 2009, 80(4):489-492.
• [33]Davis A: MP: accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA 2006, 296:1094-1102.
• [34]Bandura A: Perceived self-efficacy in cognitive development and functioning. Educ Psychol 1993, 28:117-148.
• [35]Chen W, Liao S, Tsai C, Huang C, Lin C, Tsai C: Clinical skills in final-year medical students: the relationship between self-reported confidence and direct observation by faculty or residents. Ann Acad Med Singap 2008, 37:3-8.