The effects of laryngeal mask airway passage simulation training on the acquisition of undergraduate clinical skills: a randomised controlled trial
Identifieur interne : 003F63 ( Main/Exploration ); précédent : 003F62; suivant : 003F64The effects of laryngeal mask airway passage simulation training on the acquisition of undergraduate clinical skills: a randomised controlled trial
Auteurs : Elpiniki Laiou [Royaume-Uni] ; Thomas H. Clutton-Brock [Royaume-Uni] ; Richard J. Lilford [Royaume-Uni] ; Celia A. Taylor [Royaume-Uni]Source :
- BMC Medical Education [ 1472-6920 ] ; 2011.
Abstract
Effective use of the laryngeal mask airway (LMA) requires learning proper insertion technique in normal patients undergoing routine surgical procedures. However, there is a move towards simulation training for learning practical clinical skills, such as LMA placement. The evidence linking different amounts of mannequin simulation training to the undergraduate clinical skill of LMA placement in real patients is limited. The purpose of this study was to compare the effectiveness
Medical students (n = 126) enrolled in a randomised controlled trial. Seventy-eight of these students completed the trial. The control group (n = 38) received brief mannequin training while the intervention group (n = 40) received additional more intensive mannequin training as part of which they repeated LMA insertion until they were proficient. The anaesthetists supervising LMA placements in real patients rated the participants' performance on assessment forms. Participants completed a self-assessment questionnaire.
Additional mannequin training was not associated with improved performance (37% of intervention participants received an overall placement rating of > 3/5 on their first patient compared to 48% of the control group, X2 = 0.81, p = 0.37). The agreement between the participants and their instructors in terms of LMA placement success rates was poor to fair. Participants reported that mannequins were poor at mimicking reality.
The results suggest that the value of extended mannequin simulation training in the case of LMA placement is limited. Educators considering simulation for the training of practical skills should reflect on the extent to which the
Url:
DOI: 10.1186/1472-6920-11-57
PubMed: 21834978
PubMed Central: 3170643
Affiliations:
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Clutton-Brock</name><affiliation wicri:level="4"><nlm:aff id="I2">School of Clinical and Experimental Medicine, College of Medical & Dental Sciences, University of Birmingham, Birmingham, UK</nlm:aff><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>School of Clinical and Experimental Medicine, College of Medical & Dental Sciences, University of Birmingham, Birmingham</wicri:regionArea><placeName><settlement type="city">Birmingham</settlement><region type="country">Angleterre</region><region type="région" nuts="1">Midlands de l'Ouest</region><settlement type="city">Birmingham</settlement></placeName><orgName type="university">Université de Birmingham</orgName></affiliation></author><author><name sortKey="Lilford, Richard J" sort="Lilford, Richard J" uniqKey="Lilford R" first="Richard J" last="Lilford">Richard J. 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Clutton-Brock</name><affiliation wicri:level="4"><nlm:aff id="I2">School of Clinical and Experimental Medicine, College of Medical & Dental Sciences, University of Birmingham, Birmingham, UK</nlm:aff><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>School of Clinical and Experimental Medicine, College of Medical & Dental Sciences, University of Birmingham, Birmingham</wicri:regionArea><placeName><settlement type="city">Birmingham</settlement><region type="country">Angleterre</region><region type="région" nuts="1">Midlands de l'Ouest</region><settlement type="city">Birmingham</settlement></placeName><orgName type="university">Université de Birmingham</orgName></affiliation></author><author><name sortKey="Lilford, Richard J" sort="Lilford, Richard J" uniqKey="Lilford R" first="Richard J" last="Lilford">Richard J. Lilford</name><affiliation wicri:level="4"><nlm:aff id="I1">School of Health and Population Sciences, College of Medical & Dental Sciences, University of Birmingham, Birmingham, UK</nlm:aff><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>School of Health and Population Sciences, College of Medical & Dental Sciences, University of Birmingham, Birmingham</wicri:regionArea><placeName><settlement type="city">Birmingham</settlement><region type="country">Angleterre</region><region type="région" nuts="1">Midlands de l'Ouest</region><settlement type="city">Birmingham</settlement></placeName><orgName type="university">Université de Birmingham</orgName></affiliation></author><author><name sortKey="Taylor, Celia A" sort="Taylor, Celia A" uniqKey="Taylor C" first="Celia A" last="Taylor">Celia A. Taylor</name><affiliation wicri:level="4"><nlm:aff id="I2">School of Clinical and Experimental Medicine, College of Medical & Dental Sciences, University of Birmingham, Birmingham, UK</nlm:aff><country xml:lang="fr">Royaume-Uni</country><wicri:regionArea>School of Clinical and Experimental Medicine, College of Medical & Dental Sciences, University of Birmingham, Birmingham</wicri:regionArea><placeName><settlement type="city">Birmingham</settlement><region type="country">Angleterre</region><region type="région" nuts="1">Midlands de l'Ouest</region><settlement type="city">Birmingham</settlement></placeName><orgName type="university">Université de Birmingham</orgName></affiliation></author></analytic><series><title level="j">BMC Medical Education</title><idno type="eISSN">1472-6920</idno><imprint><date when="2011">2011</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><sec><title>Background</title><p>Effective use of the laryngeal mask airway (LMA) requires learning proper insertion technique in normal patients undergoing routine surgical procedures. However, there is a move towards simulation training for learning practical clinical skills, such as LMA placement. The evidence linking different amounts of mannequin simulation training to the undergraduate clinical skill of LMA placement in real patients is limited. The purpose of this study was to compare the effectiveness <italic>in vivo </italic>of two LMA placement simulation courses of different durations.</p></sec><sec><title>Methods</title><p>Medical students (n = 126) enrolled in a randomised controlled trial. Seventy-eight of these students completed the trial. The control group (n = 38) received brief mannequin training while the intervention group (n = 40) received additional more intensive mannequin training as part of which they repeated LMA insertion until they were proficient. The anaesthetists supervising LMA placements in real patients rated the participants' performance on assessment forms. Participants completed a self-assessment questionnaire.</p></sec><sec><title>Results</title><p>Additional mannequin training was not associated with improved performance (37% of intervention participants received an overall placement rating of > 3/5 on their first patient compared to 48% of the control group, X<sup>2 </sup>= 0.81, p = 0.37). The agreement between the participants and their instructors in terms of LMA placement success rates was poor to fair. Participants reported that mannequins were poor at mimicking reality.</p></sec><sec><title>Conclusions</title><p>The results suggest that the value of extended mannequin simulation training in the case of LMA placement is limited. Educators considering simulation for the training of practical skills should reflect on the extent to which the <italic>in vitro </italic>simulation mimics the skill required and the degree of difficulty of the procedure.</p></sec></div></front><back><div1 type="bibliography"><listBibl><biblStruct><analytic><author><name sortKey="Dierdorf, Sf" uniqKey="Dierdorf S">SF Dierdorf</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Maran, Nj" uniqKey="Maran N">NJ Maran</name></author><author><name sortKey="Glavin, Rj" uniqKey="Glavin R">RJ Glavin</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Du Boulay, C" uniqKey="Du Boulay C">C du Boulay</name></author><author><name sortKey="Medway, C" uniqKey="Medway C">C Medway</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Kneebone, R" uniqKey="Kneebone R">R Kneebone</name></author><author><name sortKey="Nestel, D" uniqKey="Nestel D">D 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Clutton-Brock</name><name sortKey="Lilford, Richard J" sort="Lilford, Richard J" uniqKey="Lilford R" first="Richard J" last="Lilford">Richard J. Lilford</name><name sortKey="Taylor, Celia A" sort="Taylor, Celia A" uniqKey="Taylor C" first="Celia A" last="Taylor">Celia A. Taylor</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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