An investigation of the use of simulation-based medical education for training central venous catheterization in medical residents

Dwyer, Anthony Michael

Permalink

https://hdl.handle.net/2142/115858 Copy

Description

Title

An investigation of the use of simulation-based medical education for training central venous catheterization in medical residents

Author(s)

Dwyer, Anthony Michael

Issue Date

2022-07-08

Director of Research (if dissertation) or Advisor (if thesis)

Kalantzis, Mary

Doctoral Committee Chair(s)

Cope, William

Committee Member(s)

• Ferguson, Duncan
• Montebello, Matthew

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Simulation
• Human Factors
• Medical Education

Abstract

Severe complications occur in 2.9% to 3.7% of hospitalized patients, and medical errors account for more than 1 million injuries and up to 98,000 hospital deaths each year. Medical procedures are the second most common cause of iatrogenic patient complications, leading to increased length of stay and healthcare costs. This simulated training program aims to standardize the education and training of central line training across multiple residencies and specialties. A simulated-based curriculum was designed to improve clinical knowledge, behavioral and technical competencies. An n=299 procedural checklists were reported; 11960 steps were completed correctly, 167 steps were done incorrectly, and 47 steps were omitted. The investigation yielded a 23% delta in self-efficacy pre/post-CVC simulation, and 60% acknowledged they had sufficient education before the simulation. 80.2% stated they perceived an increase in skillset after the simulated training, and 95.24% said they could identify a change in practice. 88% of the faculty surveyed stated they noticed improved skills post-simulation, and 84% stated they would like more simulation-based medical education procedural labs for the residents. Through triangulation of quantitative and qualitative data tools, the investigation results proved that a structured central venous catheterization curriculum does yield positive outputs regarding self-efficacy, improved procedural psychomotor skills, and faculty perceived technical improvements regarding central venous catheter placement.

Graduation Semester

2022-08

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/115858

Copyright and License Information

Copyright 2022 Anthony Dwyer

Owning Collections