Trial cannulation ivf

Due to limited camera angles and low definition, raters encountered difficulties in identifying some of the details of the 25 items listed on the binary checklist. However, we consider this problem to be negligible, since the amount of identifiable items was equally high for both raters. German translations of the IPPI [41] , however, have been used in several internationally published studies [20] , [30] on the acquisition of clinical skills, and interrater-reliability was high for both instruments in our study.

In summary, the results of our study showed that training of IV cannulation skills acquired in a skills laboratory is superior to bedside teaching when rated by independent video raters by means of IPPI scales and binary checklists. Skills laboratory training enables students to perform IV cannulation faster, more accurately and more professionally on students acting as patients in terms of technical and communicational aspects than bedside teaching.

These results can be attributed to the didactic approach of the skills laboratory training session in combination with the students' possibility of practising IV cannulation independently in a safe environment before the first actual performance on a patient. Training IV cannulation in a skills laboratory thus leads to an improvement in patient safety and better medical care.

Our results underline the importance of an implementation of structured and proficiency-based teaching interventions for the training of invasive procedures on all levels of difficulty, not only in residency programmes, but also in undergraduate medical education programmes. Future studies should address the durability of skills acquired through simulation based training with long-term follow-ups of participants. Furthermore, researchers should investigate how concomitant clinical supervision affects the transfer of procedural skills from a simulated setting into clinical practice.

Competing Interests: The authors have declared that no competing interests exist. Funding: The authors have no support or funding to report. National Center for Biotechnology Information , U. PLoS One. Published online Mar Robert S. Phillips, Editor. Author information Article notes Copyright and License information Disclaimer. Received Jul 5; Accepted Feb 3. Copyright Lund et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.

This article has been cited by other articles in PMC. Abstract Background The effectiveness of skills laboratory training is widely recognized. Methodology and Principal Findings 84 volunteer first-year medical students were randomly assigned to one of two groups. Conclusions Transfer of IV cannulation-related skills acquired in a skills laboratory is superior to bedside teaching when rated by independent video raters by means of IPPI and BC.

Introduction The teaching of scientific knowledge, basic clinical skills and moral values is essential for medical students in order to develop medical professionalism [1]. Methods Trial design We conducted a prospective, randomized, controlled, double-blind clinical trial to investigate the transfer of skills laboratory training of procedural skills at undergraduate medical education level see Checklist S1.

Open in a separate window. Figure 1. Study design. Participants Student sample. Patient sample With regard to the reduced availability of patients on the wards and the fact, that IV cannulation of a patient constitutes an invasive clinical procedure, which always requires an indication, volunteer students acting as patients were recruited for this study. Acquisition of data The trial was conducted over a three-week period at the beginning of term at the University of Heidelberg, Germany.

Ethics Ethics approval was granted by the ethic committee of the University of Heidelberg Nr. Skills laboratory teachers and ward physicians Teachers consisted of experienced skills laboratory teachers for IG and experienced ward physicians for CG.

Post-Interventional questionnaires for participating students Post-intervention, students were asked about their valuation of the teaching session. Outcomes Transfer of learning outcomes Following the intervention, performance of IV cannulation of each student of both groups was video-recorded in a clinical setting with volunteer students acting as patients.

Assessment of trained skills Video rating Performance of participants was video-taped in both IG- and CG-groups by means of high-resolution cameras with optical zoom to capture all details necessary for an exact evaluation.

Time and number of attempts needed for successful IV cannulation The time needed for successful IV cannulation was measured in seconds, using the processed video material. Blinding All participants, including students and volunteer students acting as patients, all teachers of the skills laboratory sessions, all ward physicians and the two independent video raters were blinded to the study design and the students' allocation to either intervention or control group.

Results Participant flow See Figure 1 for a detailed diagram. Baseline data Student sample All 84 students who were recruited for the study were first-year medical students. Table 1 Baseline data. P-values were calculated using students t-test for age, chi-quadrat test for gender, preceeding health care related or medical profession other than paramedic or nurse i. Patient sample The mean age of volunteer students acting as patients was Skills Laboratory Teachers and Ward Physicians Skills laboratory teachers and ward physicians were comparable in age and years of work experience with an overall average of Length and acceptance of teaching sessions Length of teaching sessions did not significantly differ between groups IG: Video rating Number of attempts and total amount of time needed Both study groups needed 2.

Figure 2. IPPI ratings presented according to the teaching model employed. Table 2 Results of the video ratings of students' IV cannulation skills. Binary checklist The number of accurately performed steps by a student was calculated as a percentage of the total amount of steps identifiable on the video tape. Table 3 Results of the patient-ratings of students' IV cannulation skills.

Inter-rater reliability Standardised inter-rater reliability was 0. Discussion This study prospectively investigated the effectiveness and transfer of IV cannulation skills acquired by undergraduate medical students in the course of a skills laboratory training session compared to medical students who underwent bedside teaching with volunteer students acting as patients.

Limitations Several limitations of this study should be mentioned. Conclusions In summary, the results of our study showed that training of IV cannulation skills acquired in a skills laboratory is superior to bedside teaching when rated by independent video raters by means of IPPI scales and binary checklists. PDF Click here for additional data file. Footnotes Competing Interests: The authors have declared that no competing interests exist.

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Peer-assisted learning: a planning and implementation framework. Guide supplement Effectiveness of basic clinical skills training programmes: a cross-sectional comparison of four medical schools. Can medical schools rely on clerkships to train students in basic clinical skills? McGaghie WC. Medical education research as translational science. Sci Transl Med. Kolb DA. Results: The guidewire group showed a higher first-attempt success rate [76 vs.

The overall procedure time was not significantly different between the guidewire group median [IQR] 36 [ However, use of the contralateral radial artery was significantly lower in the guidewire group Conclusion: For radial artery cannulation in neonates and infants, guidewire-assisted radial artery cannulation showed superiority over the direct technique in terms of first-attempt success rate and overall success rate without delaying the procedure time.

Trial registration: Clinicaltrials. The study will include intubated, sedated and mechanically ventilated children, aged years, hospitalized in the PICU who require peripheral intravenous PIV access for their management. Arms and Interventions. Catheterizations will be performed by one of three pediatric intensivists with vast experience in both traditional and US guided DNTP techniques for peripheral intravenous access.

For traditional insertion technique insertion attempt will be blind or tactile. Outcome Measures. Secondary Outcome Measures : Overall peripheral IV cannulation success rate [ Time Frame: 10 minutes ] The overall success rate of peripheral intravenous cannulation within 3 attempts. Defined as the time from first skin puncture to successful cannulation minutes. Number of puncture attempts 1,2 or 3 needed for achieving a a successful cannulation. Time from hospital admission to first attempt of cannulation.

Eligibility Criteria. Information from the National Library of Medicine Choosing to participate in a study is an important personal decision. Inclusion Criteria: Invasively ventilated Younger than 18 years Peripheral venous access required Difficult intravenous access DIVA score of 4 or greater on a scale of with higher scores implying more difficult access Exclusion Criteria: Refusal to consent Research staff not available.

Contacts and Locations. Information from the National Library of Medicine To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor. Please refer to this study by its ClinicalTrials. More Information. Ultrasonography-guided peripheral intravenous access versus traditional approaches in patients with difficult intravenous access. Ann Emerg Med. Randomized controlled trial of ultrasound-guided peripheral intravenous catheter placement versus traditional techniques in difficult-access pediatric patients.

Pediatr Emerg Care. Ultrasound-guided peripheral intravenous access placement for children in the emergency department.

Eur J Pediatr. Epub Jun The use of ultrasound for peripheral IV placement by vascular access team nurses at a tertiary children's hospital. J Vasc Access. Epub Nov Ultrasound guidance allows faster peripheral IV cannulation in children under 3 years of age with difficult venous access: a prospective randomized study. Paediatr Anaesth.