A Clinical Procedures Course for Medical Students

Romeo, Ryan C.; Blasiole, Brian; Chalifoux, Thomas M.; Dalby, Patricia L.; Krohner, Robert G.; Lyon, Tim S.; Mahoney, John F.; McIvor, William R.; Ligda, Kristin Ondecko; Patel, Rita M.

doi:10.15766/mep_2374-8265.10524

Cited by 6 publications

(4 citation statements)

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“…However, we were able to identify a curriculum addressing procedural training of medical students for PIV line placement. 7 The student-to-expert ratio in Romeo and colleagues' session was 1:6, whereas ours was 1:4. They used paired peers, although not as peer coaches, and the activity was not interprofessional.…”

Section: Introductionmentioning

confidence: 48%

Interprofessional Procedure Training for Medicine and Nursing Students

et al. 2020

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Introduction: Recognizing the need for interprofessional education for trainees, the University of Kansas Schools of Nursing (SON) and Medicine (SOM) created interprofessional procedure workshops to foster collaboration, communication, and learning with and from other disciplines. The first workshop focused on venipuncture and peripheral intravenous catheter (PIV) insertion. Methods: An interprofessional work group including SON and SOM faculty developed a PIV procedure training workshop based on the "learn, see, practice, prove, do, maintain" framework. SON faculty and graduate nursing students provided support and mentoring during the training sessions. Nursing students acted as peer coaches for their medical student colleagues with the help of an evidence-based, standardized, deliberate practice guide. The document broke the procedure into phases-planning, preparation, insertion, and postinsertion care-and provided scaffolding for the beginner through assessment. Results: On survey, most students felt the program was beneficial and met the learning objectives. After the sessions, medical students completed a PIV assessment, and nursing students completed a reflection on the experience. These postsession assignments for each group confirmed that the learning objectives had been met. Discussion: The interprofessional PIV workshop was one module in a longitudinal interprofessional curriculum providing training for SON and SOM learners. One goal of this curriculum was to achieve higher graduate competencies in procedural skills and interprofessional practice. Additionally, in developing the workshop, a deliberate practice guide was created that provided an educationally sound and best-practice procedure to be standardized to all university learners on campus.

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Section: Introductionmentioning

confidence: 48%

Interprofessional Procedure Training for Medicine and Nursing Students

et al. 2020

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“…REDCap is a secure, web-based software platform designed to support data capture for research studies. 17 REDCap was used for survey creation, distribution, and data storage. Informed consent was obtained prior to the start of the live session and was collected by the urology research team.…”

Section: Methodsmentioning

confidence: 99%

Advanced Urology Boot Camp: A Simulation-based Curriculum to Enhance Fourth-year Medical Student Procedural Competency

et al. 2023

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Introduction:Simulation-based medical education continues to gain popularity as the clinical environment requires exemplary patient safety while simultaneously maximizing the learner’s educational experience. There is a current lack of urology-focused medical student education curricula in the literature. Here, we present the findings of a didactic and simulation-based medical student advanced “urology boot camp” curriculum, which was designed for learners interested in pursuing careers in urology.Methods:Twenty-nine fourth-year urology-dedicated medical students completing their subinternship at our institution during the 2018-2019 academic year participated in an advanced hands-on simulation “boot camp,” which taught both simple and advanced Foley catheter placement, manual and continuous bladder irrigation, and diagnostic cystoscopy. Knowledge acquisition was assessed through quizzes administered before and after completing electronic modules, and a post-simulation survey assessing learners' confidence in their knowledge and skill set, as well as their satisfaction with the curriculum.Results:Medical students demonstrated significant gains in knowledge from pre-test (mean 73.7%) to post-test (mean 94.5%, P < .001), which was consistent across each simulation procedure. Participants self-reported significant improvement in confidence with the procedures from before to after the educational intervention (P < .001). Students also found the curriculum to be beneficial to their understanding of the subject matter (P < .001), would recommend this curriculum to other medical students (P < .001), and thought it better prepared them to meet expected ACGME (Accreditation Council for Graduate Medical Education) milestones (P < .001).Conclusions:Findings from our advanced “boot camp” simulation curriculum demonstrated successful gains in knowledge and confidence following learning modules and hands-on simulation, indicating that this type of educational intervention could be beneficial in improving exposure to skills and developing confidence prior to urology internship and junior residency.

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“…Останній момент є дуже важливим, оскільки зазвичай сучасний пацієнт є поліморбідним, що визначає необхідність командного, комплексного, так би мовити, міжпрофесійного підходу до діагностики та лікування. Тому важливо впроваджувати не лише банальне відпрацювання базових навичок на симуляторах, а й створювати клінічні міжпрофесійні сценарії навчання студентів-медиків, інтернів та лікарів з метою опанування досвіду сумісної злагодженої роботи у команді [7,16]. Таке міжпрофесійне моделювання ситуаційних задач може бути вкрай ефективним механізмом навчання та підвищення кваліфікації навіть і для вже сертифікованих лікарів за умови правильної організації навчального процесу із забезпеченням дискусійного діалогу та зворотного зв'язку з колегами з більш глибоким практичним досвідом.…”

Section: результати та обговоренняunclassified

Prospects of higher medical education in Ukraine in the age of reforms

Тодоріко¹,

Pidverbetska²,

Pidverbetsky³

et al. 2021

ТБ

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The implementation of the latest medical reforms requires the synchronization of the system of training and education of medical education with the reform processes in the health care system. Objective — analysis of promising areas of development and improvement of higher medical education in Ukraine and possible ways to implement them in the framework of reforms of practical health care and medical education. Materials and methods. The principles of the strategy «Development of medical education in Ukraine» and the data of available domestic and foreign publications that contain information on possible ways to improve higher medical education were analyzed. Results and discussion. According to the Strategy for the Development of Medical Education in Ukraine, patients are the main value of the medical system, so they should receive high quality services, which can be achieved only with the perfect development of practical skills by future physicians. One of the mechanisms for achieving professional technique of practical skills may be the usage of simulation learning technologies, as it was introduced at the Bukovina State Medical University, along with increasing the number of practical hours for clinical disciplines.To achieve high professionalism and ethics of future physicians, teachers must teach medical students to master the skills of quality search for the most relevant information and ways to improve their professional skills, to form a base of ethical principles of the doctor.With the rapid development of innovative technologies and evidencebased medicine, teachers need to constantly monitor, process and communicate to students only the latest information, in turn, every future doctor should be as interested as possible not only domestic but also global innovations in medicine.Due to the current requirements for the medical labor market, it is reasonable to select only highly motivated students for higher education, who will meet the latest requirements for certification of students and form a strong market for competitive medical knowledge and skills.Conclusions. The process of reforming the medical sector in Ukraine requires a change in many approaches to the organization of the educational process and the quality of medical education. This is a complex process, the implementation of which is possible only with the joint participation of state mechanisms for financing, organizing and controlling the educational process, as well as the direct participation and hard work of educational institutions that train medical professionals.

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A Clinical Procedures Course for Medical Students

Abstract: Introduction: Doctors perform many clinical procedures throughout their careers. It is important for

Cited by 6 publications

References 6 publications

Interprofessional Procedure Training for Medicine and Nursing Students

Interprofessional Procedure Training for Medicine and Nursing Students

Advanced Urology Boot Camp: A Simulation-based Curriculum to Enhance Fourth-year Medical Student Procedural Competency

Prospects of higher medical education in Ukraine in the age of reforms

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