Putting the “learning” in “pre-learning”: effects of a self-directed study hall on skill acquisition in a simulation-based central line insertion course

Advances in Simulation

Research

Ahmed Alsayer¹  Krista A. Eckels²  Matthew Lineberry³  Julie Broski⁴  Laura A. Thomas⁵  Emily Diederich⁶  Megan J. Murray⁷  William Huynh⁷  Vanessa Schott⁸ 

[1] College of Science and Arts, Taibah University, Almadinah Almunawwarah City, Kingdom of Saudi Arabia;Department of Occupational Therapy, School of Health Professions, Kansas City, KS, USA;Department of Population Health, University of Kansas School of Medicine, Kansas City, KS, USA;Department of Surgery, University of Kansas School of Medicine, Kansas City, KS, USA;Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of Kansas School of Medicine, Kansas City, KS, USA;Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of Kansas School of Medicine, Kansas City, KS, USA;Zamierowski Institute for Experiential Learning, University of Kansas Medical Center and Health System, Kansas City, KS, USA;University of Kansas School of Medicine, Kansas City, KS, USA;Veteran’s Affairs Eastern Kansas Health Care System, Topeka, KS, USA;

关键词: Pre-learning;    Simulation;    Self-directed learning;    Central line insertion;    Procedural training;   

DOI  :  10.1186/s41077-023-00261-4

 received in 2023-05-05, accepted in 2023-08-16,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundOpportunities to practice procedural skills in the clinical learning environment are decreasing, and faculty time to coach skills is limited, even in simulation-based training. Self-directed learning with hands-on practice early in a procedural skill course might help maximize the benefit of later faculty coaching and clinical experience. However, it may also lead to well-learned errors if learners lack critical guidance. The present study sought to investigate the effects of a hands-on, self-directed “study hall” for central line insertion among first-year residents.MethodsLearner cohorts before vs. after introduction of the study hall (n = 49) were compared on their pre- and post-test performance of key procedural behaviors that were comparable across cohorts, with all learners receiving traditional instructor-led training between tests.ResultsStudy hall participants spent a median of 116 min in hands-on practice (range 57–175). They scored higher at pre-test (44% vs. 27%, p = .00; Cohen’s d = 0.95) and at post-test (80% vs. 72%, p = .02; Cohen’s d = 0.69). A dose–response relationship was found, such that 2 h of study hall were roughly equivalent to the performance improvement seen with four clinical observations or supervised insertions of central lines.ConclusionsSelf-directed, hands-on “study hall” supported improved procedural skill learning in the context of limited faculty availability. Potential additional benefits make the approach worth further experimentation and evaluation.

【 授权许可】

CC BY   
© Society in Europe for Simulation Applied to Medicine (SESAM) and BioMed Central Ltd. 2023

【 图 表 】

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