Simulation of basic radiology procedures improves medical student confidence and knowledge.
Abstract
Introduction: Medical students desire competency in basic procedures to be successful in their future internships and residencies. However many students do not have experience performing these procedures, and subsequently lack confidence in most procedural skills. Education focused on developing procedural skills has been shown to increase medical student procedural proficiency and decrease procedure anxiety. As performing procedures - including lumbar puncture, biopsy, paracentesis, and thoracentesis - is a basic expectation of radiology residents, we endeavored to develop a curriculum to teach and simulate these procedures to medical students during their radiology rotation.
Methods: A standardized curriculum was developed in collaboration with radiology residents and faculty to emphasize specific learning objectives related to each of four procedures: fluoroscopically guided lumbar puncture, ultrasound guided paracentesis, ultrasound guided thoracentesis, and ultrasound guided fine needle aspiration. Two radiology residents demonstrated each of the aforementioned procedures on purpose-built phantoms while explaining the details of each procedure's indication, preparation, technique, risks, and expected outcome. The medical students were then given ample time to practice and gain familiarity with each of the procedures. To assess whether the hands-on procedure simulations were successful at increasing knowledge and confidence, the students were asked to participate in an anonymous pre-test and post-test, as well as complete a Likert scale evaluation to rate their subjective assessment of the experience.
Results: So far 11 medical students have participated in the experience. Our data demonstrates that total medical student performance regarding these procedures increased by about 25% following the simulation exercise. When analyzed separately, medical student knowledge increased for each of the simulated procedures. Furthermore, medical students reported a high amount of confidence in their procedural skills following the experience, with an average total rating of 4.7 out of 5 on Likert inventory questions asking participants to self-assess their understanding of the procedure, as well as their comfort level both performing the procedure under direct supervision, and explaining the procedure to a peer.
Conclusion: Gaining confidence and familiarity with common procedures can be an overlooked part of medical student education, specifically during radiology rotations. Our project demonstrates that near-peer education and coaching provided by radiology residents can serve to increase medical students' knowledge and confidence regarding common radiology procedures.