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The acquisition and retention of urinary catheterisation skills using surgical simulator devices: teaching method or student traits

BACKGROUND: The acquisition of procedural skills is an essential component of learning for medical trainees. The objective of this study was to assess which teaching method of performing urinary catheterisation is associated with most efficient procedural skill acquisition and retention. We evaluate...

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Autores principales: Waters, Peadar S, McVeigh, Terri, Kelly, Brian D, Flaherty, Gerard T, Devitt, Dara, Barry, Kevin, Kerin, Michael J
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2014
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323138/
https://www.ncbi.nlm.nih.gov/pubmed/25527869
http://dx.doi.org/10.1186/s12909-014-0264-3
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author Waters, Peadar S
McVeigh, Terri
Kelly, Brian D
Flaherty, Gerard T
Devitt, Dara
Barry, Kevin
Kerin, Michael J
author_facet Waters, Peadar S
McVeigh, Terri
Kelly, Brian D
Flaherty, Gerard T
Devitt, Dara
Barry, Kevin
Kerin, Michael J
author_sort Waters, Peadar S
collection PubMed
description BACKGROUND: The acquisition of procedural skills is an essential component of learning for medical trainees. The objective of this study was to assess which teaching method of performing urinary catheterisation is associated with most efficient procedural skill acquisition and retention. We evaluated factors affecting acquisition and retention of skills when using simulators as adjuncts to medical training. METHODS: Forty-two second year medical students were taught urinary catheter insertion using different teaching methods. The interactive group (n = 19) were taught using a lecture format presentation and a high fidelity human urinary catheter simulator. They were provided with the use of simulators prior to examination. The observer group (n = 12) were taught using the same method but without with simulator use prior to examination. The didactic group (n = 11) were taught using the presentation alone. Student characteristics such as hand dexterity and IQ were measured to assess for intrinsic differences. All students were examined at four weeks to measure skill retention. RESULTS: Catheter scores were significantly higher in the interactive group (p < 0.005). Confidence scores with catheter insertion were similar at index exam however were significantly lower in the didactic group at the retention testing (p < 0.05). Retention scores were higher in the interactive group (p < 0.001). A significant positive correlation was observed between laparoscopy scores and time to completion with overall catheter score (p < 0.05). Teaching method, spatial awareness and time to completion of laparoscopy were significantly associated with higher catheter scores at index exam (p = 0.001). Retention scores at 4 weeks were significantly associated with teaching method and original catheter score (p = 0.001). CONCLUSION: The importance of simulators in teaching a complex procedural skill has been highlighted. Didactic teaching method was associated with a significantly higher rate of learning decay at retention testing. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s12909-014-0264-3) contains supplementary material, which is available to authorized users.
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spelling pubmed-43231382015-02-11 The acquisition and retention of urinary catheterisation skills using surgical simulator devices: teaching method or student traits Waters, Peadar S McVeigh, Terri Kelly, Brian D Flaherty, Gerard T Devitt, Dara Barry, Kevin Kerin, Michael J BMC Med Educ Research Article BACKGROUND: The acquisition of procedural skills is an essential component of learning for medical trainees. The objective of this study was to assess which teaching method of performing urinary catheterisation is associated with most efficient procedural skill acquisition and retention. We evaluated factors affecting acquisition and retention of skills when using simulators as adjuncts to medical training. METHODS: Forty-two second year medical students were taught urinary catheter insertion using different teaching methods. The interactive group (n = 19) were taught using a lecture format presentation and a high fidelity human urinary catheter simulator. They were provided with the use of simulators prior to examination. The observer group (n = 12) were taught using the same method but without with simulator use prior to examination. The didactic group (n = 11) were taught using the presentation alone. Student characteristics such as hand dexterity and IQ were measured to assess for intrinsic differences. All students were examined at four weeks to measure skill retention. RESULTS: Catheter scores were significantly higher in the interactive group (p < 0.005). Confidence scores with catheter insertion were similar at index exam however were significantly lower in the didactic group at the retention testing (p < 0.05). Retention scores were higher in the interactive group (p < 0.001). A significant positive correlation was observed between laparoscopy scores and time to completion with overall catheter score (p < 0.05). Teaching method, spatial awareness and time to completion of laparoscopy were significantly associated with higher catheter scores at index exam (p = 0.001). Retention scores at 4 weeks were significantly associated with teaching method and original catheter score (p = 0.001). CONCLUSION: The importance of simulators in teaching a complex procedural skill has been highlighted. Didactic teaching method was associated with a significantly higher rate of learning decay at retention testing. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s12909-014-0264-3) contains supplementary material, which is available to authorized users. BioMed Central 2014-12-21 /pmc/articles/PMC4323138/ /pubmed/25527869 http://dx.doi.org/10.1186/s12909-014-0264-3 Text en © Waters et al.; licensee BioMed Central. 2014 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Waters, Peadar S
McVeigh, Terri
Kelly, Brian D
Flaherty, Gerard T
Devitt, Dara
Barry, Kevin
Kerin, Michael J
The acquisition and retention of urinary catheterisation skills using surgical simulator devices: teaching method or student traits
title The acquisition and retention of urinary catheterisation skills using surgical simulator devices: teaching method or student traits
title_full The acquisition and retention of urinary catheterisation skills using surgical simulator devices: teaching method or student traits
title_fullStr The acquisition and retention of urinary catheterisation skills using surgical simulator devices: teaching method or student traits
title_full_unstemmed The acquisition and retention of urinary catheterisation skills using surgical simulator devices: teaching method or student traits
title_short The acquisition and retention of urinary catheterisation skills using surgical simulator devices: teaching method or student traits
title_sort acquisition and retention of urinary catheterisation skills using surgical simulator devices: teaching method or student traits
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4323138/
https://www.ncbi.nlm.nih.gov/pubmed/25527869
http://dx.doi.org/10.1186/s12909-014-0264-3
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