NDLI: Simulation-based medical education training improves short and long-term competency in, and knowledge of central venous catheter insertion: A before and after intervention study.

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Simulation-based medical education training improves short and long-term competency in, and knowledge of central venous catheter insertion: A before and after intervention study.

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Simulation-based medical education training improves short and long-term competency in, and knowledge of central venous catheter insertion: A before and after intervention study.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Cartier, Vanessa Inan, Cigdem Zingg, Walter Delhumeau, Cecile Walder, Bernard Savoldelli, Georges L.
Description	Author Affiliation: Cartier V ( From the Division of Anaesthesiology (VCF, CI, CDC, BW, GLS))
Abstract	BACKGROUND: Multimodal educational interventions have been shown to improve short-term competency in, and knowledge of central venous catheter (CVC) insertion. OBJECTIVE: To evaluate the effectiveness of simulation-based medical education training in improving short and long-term competency in, and knowledge of CVC insertion. DESIGN: Before and after intervention study. SETTING: University Geneva Hospital, Geneva, Switzerland, between May 2008 and January 2012. PARTICIPANTS: Residents in anaesthesiology aware of the Seldinger technique for vascular puncture. INTERVENTION: Participants attended a half-day course on CVC insertion. Learning objectives included work organization, aseptic technique and prevention of CVC complications. CVC insertion competency was tested pretraining, posttraining and then more than 2 years after training (sustainability phase). MAIN OUTCOME MEASURES: The primary study outcome was competency as measured by a global rating scale of technical skills, a hand hygiene compliance score and a checklist compliance score. Secondary outcome was knowledge as measured by a standardised pretraining and posttraining multiple-choice questionnaire. Statistical analyses were performed using paired Student's t test or Wilcoxon signed-rank test. RESULTS: Thirty-seven residents were included; 18 were tested in the sustainability phase (on average 34 months after training). The average global rating of skills was 23.4 points (±SD 4.08) before training, 32.2 (±4.51) after training (Pâ<â0.001 for comparison with pretraining scores) and 26.5 (±5.34) in the sustainability phase (Pâ=â0.040 for comparison with pretraining scores). The average hand hygiene compliance score was 2.8 (±1.0) points before training, 5.0 (±1.04) after training (Pâ<â0.001 for comparison with pretraining scores) and 3.7 (±1.75) in the sustainability phase (Pâ=â0.038 for comparison with pretraining scores). The average checklist compliance was 14.9 points (±2.3) before training, 19.9 (±1.06) after training (Pâ<â0.001 for comparison with pretraining scores) and 17.4 (±1.41) (Pâ=â0.002 for comparison with pretraining scores). The percentage of correct answers in the multiple-choice questionnaire increased from 76.0% (±7.9) before training to 87.7% (±4.4) after training (Pâ<â0.001). CONCLUSION: Simulation-based medical education training was effective in improving short and long-term competency in, and knowledge of CVC insertion.
File Format	HTM / HTML
ISSN	02650215
Issue Number	8
Journal	European Journal of Anaesthesiology
Volume Number	33
e-ISSN	13652346
Language	English
Publisher	Lippincott Williams & Wilkins
Publisher Date	2016-08-01
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Anesthesiology
Content Type	Text
Resource Type	Article
Subject	Anesthesiology and Pain Medicine

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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