MedPath

Optimizing Resource Utilization During Proficiency-based Training of Suturing Skills to Medical Students

Phase 3
Completed
Conditions
Education, Medical
Sutures
Registration Number
NCT03650959
Lead Sponsor
Queen's University
Brief Summary

Evidence favours teaching procedural skills to medical students using a proficiency-based rather than time-based approach. Basic suturing skills can be taught through faculty-led, peer tutor-led, and computer augmented approaches. One method has yet to be identified as superior in terms of educational outcomes, resource utilization, and participant perspectives.

Pre-clerkship medical students were randomized to: faculty, peer tutor, or computer augmented learning. Participants practiced suturing through their randomized method until they reached targeted proficiency defined using hand motion analysis (HMA). Proficiency was defined as a score of the average plus a standard deviation of five surgeons' HMA for two of three consecutive sutures using appropriate technique.

The primary outcome was the number of stitches placed to achieve proficiency. The secondary outcomes were the number of sutures used, time, and costs incurred. Learning curves were constructed. Participants' perceptions were assessed using a follow-up survey.

Detailed Description

Not available

Recruitment & Eligibility

Status
COMPLETED
Sex
All
Target Recruitment
44
Inclusion Criteria
  • Second year, pre-clerkship medical students
Exclusion Criteria
  • None

Study & Design

Study Type
INTERVENTIONAL
Study Design
PARALLEL
Primary Outcome Measures
NameTimeMethod
Number of stitched laid to reach proficiencyFive days
Secondary Outcome Measures
NameTimeMethod
Number of sutures used to reach proficiencyFive days
Minutes to reach proficiencyFive days
Individual costs to reach proficiencyFive days

Trial Locations

Locations (1)

Queen's Unviersity

🇨🇦

Kingston, Ontario, Canada

Queen's Unviersity
🇨🇦Kingston, Ontario, Canada

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