Process-Oriented Instrument and Taxonomy for Teaching Surgical Procedures in Medical Training: The Ultrasound-Guided Insertion of Central Venous Catheter

Procedural training is relevant for physicians who perform surgical procedures. In the medical education field, instructors who teach surgical procedures need to understand how their students are learning to give them feedback and assess them objectively. The sequence of steps of surgical procedures is an aspect rarely considered in medical education, and state-of-the-art tools for giving feedback and assessing students do not focus on this perspective. Process Mining can help to include this perspective in this field since it has recently been used successfully in some applications. However, these previous developments are more centred on students than on instructors. This paper presents the use of Process Mining to fill this gap, generating a taxonomy of activities and a process-oriented instrument. We evaluated both tools with instructors who teach central venous catheter insertion. The results show that the instructors found both tools useful to provide objective feedback and objective assessment. We concluded that the instructors understood the information provided by the instrument since it provides helpful information to understand students’ performance regarding the sequence of steps followed.

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Tailored Process Feedback Through Process Mining for Surgical Procedures in Medical Training: The Central Venous Catheter Case

Business Process Management Workshops - Lecture Notes in Business Information Processing ◽

10.1007/978-3-030-11641-5_13 ◽

2019 ◽

pp. 163-174

Author(s):

Ricardo Lira ◽

Juan Salas-Morales ◽

Rene de la Fuente ◽

Ricardo Fuentes ◽

Marcos Sepúlveda ◽

...

Keyword(s):

Central Venous Catheter ◽

Surgical Procedures ◽

Medical Training ◽

Process Mining ◽

Venous Catheter ◽

Central Venous ◽

Process Feedback

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Process-Oriented Feedback through Process Mining for Surgical Procedures in Medical Training: The Ultrasound-Guided Central Venous Catheter Placement Case

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16111877 ◽

2019 ◽

Vol 16 (11) ◽

pp. 1877 ◽

Cited By ~ 4

Author(s):

Ricardo Lira ◽

Juan Salas-Morales ◽

Luis Leiva ◽

Rene de la Fuente ◽

Ricardo Fuentes ◽

...

Keyword(s):

Central Venous Catheter ◽

Surgical Procedures ◽

Process Mining ◽

Venous Catheter ◽

Catheter Placement ◽

Ultrasound Guided ◽

Central Venous ◽

Central Venous Catheter Placement ◽

Process Oriented ◽

Process Perspective

Developing high levels of competence in the execution of surgical procedures through training is a key factor for obtaining good clinical results in healthcare. To improve the effectiveness of the training, it is advisable to provide feedback to each student tailored to how the student has performed the procedure on each occasion. Current state-of-the-art feedback is based on Checklists and Global Rating Scales, which indicate whether all process steps have been carried out and the quality of each execution step. However, there is a process perspective that is not captured successfully by these instruments, e.g., steps performed, but in an undesired order, group of activities that are repeated an unnecessary number of times, or an excessive transition time between two consecutive steps. In this research, we propose a novel use of process mining techniques to effectively identify desired and undesired process patterns regarding rework, the order in which activities are performed, and time performance, in order to complement the tailored feedback for surgical procedures using a process perspective. The proposed approach was applied to analyze a real case of ultrasound-guided Central Venous Catheter placement training. It was quantitatively and qualitatively validated that the students who participated in the training program perceived the process-oriented feedback they received as favorable for their learning.

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Place of Medical Education by Simulation in the Training of Medical Students in the Placement of Central Venous Catheter

Health Sciences ◽

10.15342/hs.2020.277 ◽

2020 ◽

Vol 2020 ◽

Author(s):

Hiba El Oury ◽

Fatim-Zahra Jabrane ◽

Mohammed Jalal ◽

Mohammed Chahbouni

Keyword(s):

Medical Education ◽

Intensive Care ◽

Medical Students ◽

Central Venous Catheter ◽

Intensive Care Units ◽

Teaching Method ◽

Venous Catheter ◽

Central Venous ◽

Self Assessment ◽

Post Test

Introduction: Central venous access is essential in intensive care units, intensive care units and emergency departments. Simulation-based medical education is an active and innovative teaching method, which takes its place in the initial training of medical students in the acquisition of technical, and non-technical knowledge and skills. Objectives of this study: The aims of this study is to evaluate the teaching by simulation in the training of the the placament of central venous catheter: in terms of impact on the practice, autonomy in the gesture and satisfaction, with the students of 5 th year of medicine at the university MOHAMMED VI of Health Sciences.Design: This is a single-center prospective survey; conducted between September and December 2019; all the promotion of 5 th year medical students from Mohammed VI University of Health Sciences (141 in number); evaluating simulation training in central venous passage placement. Data was collected through a knowledge questionnaire, a self-assessment questionnaire of acquired skills and a satisfaction questionnaire, completed at the start and at the end of the simulation session.Results: The participation rate for the timed questionnaires for the pre-test was 67% and that for the post-test was 100%. A significant increase in self-assessment skills scores was observed between pre-test and post-test (p <0.001). Over 93% of the students who participated in the survey were very satisfied with the simulation session. The majority of students think they have acquired a dexterity that will allow them to perform the procedure in a care structure.Conclusion: Health simulation is an essential and indispensable teaching method in initial and continuing medical training. This tool makes it possible to acquire technical and non-technical skills, in a simulated environment making it possible to mimic the professional environment as much as possible And it represents a major springboard before practice in the clinical internship.

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Improving Medical Education

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1541931213601138 ◽

2016 ◽

Vol 60 (1) ◽

pp. 603-607 ◽

Cited By ~ 4

Author(s):

Mary Yovanoff ◽

David Pepley ◽

Katelin Mirkin ◽

Jason Moore ◽

David Han ◽

...

Keyword(s):

Medical Education ◽

Medical Training ◽

Venous Catheter ◽

Medical Residents ◽

Simulator Training ◽

Complication Rates ◽

Learning Gains ◽

Central Venous ◽

Post Test ◽

The Impact

Virtual simulation is an emerging field in medical education. Research suggests that simulation reduces complication rates and improves learning gains for medical residents. One benefit of simulators is their allowance for more realistic and dynamic patient anatomies. While potentially useful throughout medical education, few studies have explored the impact of dynamic haptic simulators on medical training. In light of this research void, this study was developed to examine how a Dynamic-Haptic Robotic Trainer (DHRT) impacts medical student self-efficacy and skill gains compared to traditional simulators developed to train students in Internal Jugular Central Venous Catheter (IJ CVC) placement. The study was conducted with 18 third year medical students with no prior CVC insertion experience who underwent a pre-test, simulator training (manikin, robotic, or mixed) and post-test. The results revealed the DHRT as a useful method for training CVC skills and supports further research on dynamic haptic trainers in medical education.

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