Does Test‐enhanced Learning Improve Success Rates of Ultrasound‐guided Peripheral Intravenous Insertion? A Randomized Controlled Trial

Slomer, Adam; Chenkin, Jordan

doi:10.1002/aet2.10044

Cited by 8 publications

(10 citation statements)

References 32 publications

(37 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Nonetheless, the current results show a remarkable increase of first attempt cannulation success after ten supervised procedures. Except for practical experience in the procedure of US-guided peripheral intravenous cannulation, the value of theoretical knowledge should not be underestimated [29]. It seems trivial that first attempt cannulation success would be improved if practitioners with greater procedural experience and an increased perception of the likelihood of success performs the cannulation [30].…”

Section: Discussionmentioning

confidence: 99%

The learning curve for ultrasound-guided peripheral intravenous cannulation in adults: a multicenter study

et al. 2022

View full text Add to dashboard Cite

Aims: To lower the threshold for applying ultrasound (US) guidance during peripheral intravenous cannulation, nurses need to be trained and gain experience in using this technique. The primary outcome was to quantify the number of procedures novices require to perform before competency in US-guided peripheral intravenous cannulation was achieved. Materials and methods: A multicenter prospective observational study, divided into two phases after a theoretical training session: a hands-on training session and a supervised life-case training session. The number of US-guided peripheral intravenous cannulations a participant needed to perform in the life-case setting to become competent was the outcome of interest. Cusum analysis was used to determine the learning curve of each individual participant. Results: Forty-nine practitioners participated and performed 1855 procedures. First attempt cannulation success was 73% during the first procedure, but increased to 98% on the fortieth attempt (p<0.001). The overall first attempt success rate during this study was 93%. The cusum learning curve for each practitioner showed that a mean number of 34 procedures was required to achieve competency. Time needed to perform a procedure successfully decreased when more experience was achieved by the practitioner, from 14±3 minutes on first proce-dure to 3±1 minutes during the fortieth procedure (p<0.001). Conclusions: Competency in US-guided peripheral intravenous cannulation can be gained after following a fixed educational curriculum, resulting in an increased first attempt cannulation success as the number of performed procedures increased.

show abstract

Section: Discussionmentioning

confidence: 99%

The learning curve for ultrasound-guided peripheral intravenous cannulation in adults: a multicenter study

et al. 2022

View full text Add to dashboard Cite

show abstract

“…E-learning, test-enhanced learning, and the composition of phantoms for training were evaluated [ 37 – 39 ]. None of these were found to have a positive or negative effect on learning competencies.…”

Section: Resultsmentioning

confidence: 99%

“…In other studies, the living subjects were healthy persons ( n = 2). The phantoms used in studies were commercially available ( n = 10) [ 13 , 23 , 34 , 35 , 38 , 40 , 44 – 47 ], homemade ( n = 5) [ 26 , 37 , 39 , 48 , 49 ], or a mixture of both types of phantoms [ 50 ]. One study did not specify the type of phantom they used [ 51 ].…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Education in the placement of ultrasound-guided peripheral venous catheters: a systematic review

Jørgensen

Laursen

Konge

et al. 2021

Scand J Trauma Resusc Emerg Med

View full text Add to dashboard Cite

Background Placing a peripheral vein catheter can be challenging due to several factors, but using ultrasound as guidance increases the success rate. The purpose of this review is to investigate the knowledge already existing within the field of education in ultrasound-guided peripheral vein catheter placement and explore the efficacy and clinical impact of different types of education. Methods In accordance with PRISMA-guidelines, a systematic search was performed using three databases (PubMed, EMBASE, CINAHL). Two reviewers screened titles and abstracts, subsequently full-text of the relevant articles. The risk of bias was assessed using the Cochrane Collaboration risk of bias assessment tool and the New Ottawa scale. Results Of 3409 identified publications, 64 were included. The studies were different in target learners, study design, assessment tools, and outcome measures, which made direct comparison difficult. The studies addressed a possible effect of mastery learning and found e-learning and didactic classroom teaching to be equally effective. Conclusion Current studies suggest a potential benefit of ultrasound guided USG-PVC training on success rate, procedure time, cannulation attempts, and reducing the need for subsequent CVC or PICC in adult patients. An assessment tool with proven validity of evidence to ensure competence exists and education strategies like mastery learning, e-learning, and the usage of color Doppler show promising results, but an evidence-based USG-PVC-placement training program using these strategies combined is still warranted.

show abstract

“…The objective structured clinical examination (OSCE) is a widely used form of both formative and summative assessment in Canadian undergraduate medical education. As with written assessments, there is some evidence that performance-based assessments also drive learning [1]. Participants in formative OSCEs have reported the value of practice opportunities to inform their study/practice strategies, improve their content-based knowledge, and refine their overall test-taking skills [2].…”

mentioning

confidence: 99%

No observed effect of a student-led mock objective structured clinical examination on subsequent performance scores in medical students in Canada

Madrazo

Lee

McConnell

et al. 2019

J Educ Eval Health Prof

View full text Add to dashboard Cite

Student-led peer-assisted mock objective structured clinical examinations (MOSCEs) have been used in various settings to help students prepare for subsequent higher-stakes, faculty-run OSCEs. MOSCE participants generally valued feedback from peers and reported benefits to learning. Our study investigated whether participation in a peer-assisted MOSCE affected subsequent OSCE performance. To determine whether mean OSCE scores differed depending on whether medical students participated in the MOSCE, we conducted a between-subjects analysis of variance, with cohort (2016 vs. 2017) and MOSCE participation (MOSCE vs. no MOSCE) as independent variables and the mean OSCE score as the dependent variable. Participation in the MOSCE had no influence on mean OSCE scores (P=0.19). There was a significant correlation between mean MOSCE scores and mean OSCE scores (Pearson r=0.52, P<0.001). Although previous studies described self-reported benefits from participation in student-led MOSCEs, it was not associated with objective benefits in this study.

show abstract

Does Test‐enhanced Learning Improve Success Rates of Ultrasound‐guided Peripheral Intravenous Insertion? A Randomized Controlled Trial

Abstract: Introduction: Teaching procedural skills in medicine is time-and resource-intensive, and it is therefore

Cited by 8 publications

References 32 publications

The learning curve for ultrasound-guided peripheral intravenous cannulation in adults: a multicenter study

The learning curve for ultrasound-guided peripheral intravenous cannulation in adults: a multicenter study

Education in the placement of ultrasound-guided peripheral venous catheters: a systematic review

No observed effect of a student-led mock objective structured clinical examination on subsequent performance scores in medical students in Canada

Contact Info

Product

Resources

About