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

NCT ID: NCT03650959

Last Updated: 2024-09-27

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 44 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2018-06-04
• Study Completion Date: 2019-06-16

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.

Conditions

Education, Medical; Sutures

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: OTHER
• Blinding Strategy: NONE

Study Groups

Faculty-led

Group Type: EXPERIMENTAL

Method of learning simple interrupted sutures with instrument tie

Intervention Type: OTHER

Students will train to proficiency (defined by hand motion analysis) on simple interrupted sutures with an instrument tie via one of three different methods: faculty-led, peer tutor-led, or computer augmented self-directed learning.

Peer tutor-led

Group Type: EXPERIMENTAL

Method of learning simple interrupted sutures with instrument tie

Intervention Type: OTHER

Students will train to proficiency (defined by hand motion analysis) on simple interrupted sutures with an instrument tie via one of three different methods: faculty-led, peer tutor-led, or computer augmented self-directed learning.

Computer augmented self-directed learning

Group Type: EXPERIMENTAL

Method of learning simple interrupted sutures with instrument tie

Intervention Type: OTHER

Students will train to proficiency (defined by hand motion analysis) on simple interrupted sutures with an instrument tie via one of three different methods: faculty-led, peer tutor-led, or computer augmented self-directed learning.

Interventions

Method of learning simple interrupted sutures with instrument tie

Students will train to proficiency (defined by hand motion analysis) on simple interrupted sutures with an instrument tie via one of three different methods: faculty-led, peer tutor-led, or computer augmented self-directed learning.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• Second year, pre-clerkship medical students

Exclusion Criteria

• None

• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Queen's University

OTHER

Sponsor Role: lead

Responsible Party

Dr. Boris Zevin

Assistant Professor & Medical Education Scholar

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Queen's Unviersity

Kingston, Ontario, Canada

Countries

Canada

Other Identifiers

SURG-422-18

Identifier Type: -

Identifier Source: org_study_id