An investigation of the use of simulation-based medical education for training central venous catheterization in medical residents
Dwyer, Anthony Michael
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https://hdl.handle.net/2142/115858
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.
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