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Can simulation-based education and precision teaching improve paediatric trainees’ behavioural fluency in performing lumbar puncture? A pilot study

BACKGROUND: Low levels of success in performing lumbar puncture have been observed among paediatric trainees. This study assessed the efficacy of simulation-based education with frequency building and precision teaching for training lumbar puncture to behavioural fluency. METHODS: The intervention g...

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Autores principales: Lydon, Sinéad, Reid McDermott, Bronwyn, Ryan, Ethel, O’Connor, Paul, Dempsey, Sharon, Walsh, Chloe, Byrne, Dara
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6511218/
https://www.ncbi.nlm.nih.gov/pubmed/31077216
http://dx.doi.org/10.1186/s12909-019-1553-7
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author Lydon, Sinéad
Reid McDermott, Bronwyn
Ryan, Ethel
O’Connor, Paul
Dempsey, Sharon
Walsh, Chloe
Byrne, Dara
author_facet Lydon, Sinéad
Reid McDermott, Bronwyn
Ryan, Ethel
O’Connor, Paul
Dempsey, Sharon
Walsh, Chloe
Byrne, Dara
author_sort Lydon, Sinéad
collection PubMed
description BACKGROUND: Low levels of success in performing lumbar puncture have been observed among paediatric trainees. This study assessed the efficacy of simulation-based education with frequency building and precision teaching for training lumbar puncture to behavioural fluency. METHODS: The intervention group was assessed at baseline, at the final training trial, in the presence of distraction, and a minimum of one month after the cessation of the intervention in order to ascertain whether behavioural fluency in lumbar puncture was obtained. Subsequently, the performance of this intervention group (10 paediatric senior house officers) was compared to the performance of a comparator group of 10 more senior colleagues (paediatric registrars) who had not received the intervention. Retrospective chart audit was utilised to examine performance in the clinical setting. RESULTS: Intervention group participants required a mean of 5 trials to achieve fluency. Performance accuracy was significantly higher in the intervention group than the comparator group. Learning was retained at follow-up and persisted during distraction. Retrospective chart audit revealed no significant difference between the performance of the intervention group and a comparator group, comprised of more senior physicians, in the clinical setting, although the interpretation of these analyses are limited by a low number of lumbar punctures performed in the clinical setting. CONCLUSIONS: The programme of simulation-based education with frequency building and precision teaching delivered produced behavioural fluency in lumbar puncture among paediatric trainees. Following the intervention, the performance of these participants was equivalent to, or greater than, that of senior paediatricians. This study supports the need for further research exploring the effectiveness of simulation-based education with precision teaching to train procedural skills to fluency, and the consideration of how best to explore the impact of these on patient outcomes. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s12909-019-1553-7) contains supplementary material, which is available to authorized users.
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spelling pubmed-65112182019-05-20 Can simulation-based education and precision teaching improve paediatric trainees’ behavioural fluency in performing lumbar puncture? A pilot study Lydon, Sinéad Reid McDermott, Bronwyn Ryan, Ethel O’Connor, Paul Dempsey, Sharon Walsh, Chloe Byrne, Dara BMC Med Educ Research Article BACKGROUND: Low levels of success in performing lumbar puncture have been observed among paediatric trainees. This study assessed the efficacy of simulation-based education with frequency building and precision teaching for training lumbar puncture to behavioural fluency. METHODS: The intervention group was assessed at baseline, at the final training trial, in the presence of distraction, and a minimum of one month after the cessation of the intervention in order to ascertain whether behavioural fluency in lumbar puncture was obtained. Subsequently, the performance of this intervention group (10 paediatric senior house officers) was compared to the performance of a comparator group of 10 more senior colleagues (paediatric registrars) who had not received the intervention. Retrospective chart audit was utilised to examine performance in the clinical setting. RESULTS: Intervention group participants required a mean of 5 trials to achieve fluency. Performance accuracy was significantly higher in the intervention group than the comparator group. Learning was retained at follow-up and persisted during distraction. Retrospective chart audit revealed no significant difference between the performance of the intervention group and a comparator group, comprised of more senior physicians, in the clinical setting, although the interpretation of these analyses are limited by a low number of lumbar punctures performed in the clinical setting. CONCLUSIONS: The programme of simulation-based education with frequency building and precision teaching delivered produced behavioural fluency in lumbar puncture among paediatric trainees. Following the intervention, the performance of these participants was equivalent to, or greater than, that of senior paediatricians. This study supports the need for further research exploring the effectiveness of simulation-based education with precision teaching to train procedural skills to fluency, and the consideration of how best to explore the impact of these on patient outcomes. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s12909-019-1553-7) contains supplementary material, which is available to authorized users. BioMed Central 2019-05-10 /pmc/articles/PMC6511218/ /pubmed/31077216 http://dx.doi.org/10.1186/s12909-019-1553-7 Text en © The Author(s). 2019 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. 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
Lydon, Sinéad
Reid McDermott, Bronwyn
Ryan, Ethel
O’Connor, Paul
Dempsey, Sharon
Walsh, Chloe
Byrne, Dara
Can simulation-based education and precision teaching improve paediatric trainees’ behavioural fluency in performing lumbar puncture? A pilot study
title Can simulation-based education and precision teaching improve paediatric trainees’ behavioural fluency in performing lumbar puncture? A pilot study
title_full Can simulation-based education and precision teaching improve paediatric trainees’ behavioural fluency in performing lumbar puncture? A pilot study
title_fullStr Can simulation-based education and precision teaching improve paediatric trainees’ behavioural fluency in performing lumbar puncture? A pilot study
title_full_unstemmed Can simulation-based education and precision teaching improve paediatric trainees’ behavioural fluency in performing lumbar puncture? A pilot study
title_short Can simulation-based education and precision teaching improve paediatric trainees’ behavioural fluency in performing lumbar puncture? A pilot study
title_sort can simulation-based education and precision teaching improve paediatric trainees’ behavioural fluency in performing lumbar puncture? a pilot study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6511218/
https://www.ncbi.nlm.nih.gov/pubmed/31077216
http://dx.doi.org/10.1186/s12909-019-1553-7
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