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Endovascular Simulator Training and Shadowing in Interventional Radiology: A Comparison of Two Teaching Methods in the Curricular Training of Medical Students

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Bibliographic Details
Title: Endovascular Simulator Training and Shadowing in Interventional Radiology: A Comparison of Two Teaching Methods in the Curricular Training of Medical Students
Authors: Simon Hilleke, Richard Wiener, Anne Frisch, Michael Scheel
Source: Cardiovasc Intervent Radiol
Publisher Information: Springer Science and Business Media LLC, 2024.
Publication Year: 2024
Subject Terms: Male, Adult, Students, Medical, Short Communication, Endovascular Procedures, Radiology, Interventional, Education, Medical, Undergraduate/methods [MeSH], Surveys and Questionnaires [MeSH], Female [MeSH], Adult [MeSH], Students, Medical [MeSH], Humans [MeSH], Shadowing, Aortography, Radiology, Interventional/education [MeSH], Interventional radiology, Endovascular Procedures/education [MeSH], Male [MeSH], Curriculum [MeSH], Medical education, Medical students, Simulation Training/methods [MeSH], Seldinger technique, Simulator training, Clinical Competence [MeSH], Educational Measurement [MeSH], Other, Teaching sequence, Surveys and Questionnaires, Humans, Female, Curriculum, Clinical Competence, Educational Measurement, Simulation Training, Education, Medical, Undergraduate
Description: Purpose To identify the impact of endovascular simulator training and shadowing in interventional radiology on medical students’ self-assessed IR knowledge. Moreover, the sequence of the teaching methods and its influence on the self-assessed IR knowledge is investigated. Materials and Methods A total of 19 fourth-year medical students participated in this study. Eleven students completed shadowing live cases first and endovascular simulator training the following day. Eight students completed the teaching in reversed order. Questionnaires were completed before and after each teaching method. The students assessed their knowledge of instruments and materials, steps of the Seldinger technique, and aortography on a Likert scale (1 = "I do not agree at all," 5 = "I fully agree"). Results After simulator training, the students stated a significant increase in perceived knowledge compared with baseline (p p = 0.008) and “steps of the Seldinger technique” (3.7 vs. 3.9, p = 0.046). Self-assessed knowledge after simulator training increased significantly more regarding Seldinger technique compared with shadowing (+ 1.2 vs. + 0.2, p p = 0.041). Conclusion Endovascular simulator training and shadowing are both feasible tools to improve medical students’ perceived knowledge of interventional radiology. When organizing teaching, simulator training before shadowing can have a positive impact on self-assessed knowledge. Graphical Abstract
Document Type: Article
Other literature type
Language: English
ISSN: 1432-086X
0174-1551
DOI: 10.1007/s00270-024-03863-1
Access URL: https://pubmed.ncbi.nlm.nih.gov/39390227
https://repository.publisso.de/resource/frl:6503129
Rights: CC BY
Accession Number: edsair.doi.dedup.....016895bbefe1ece5217943a9983d8766
Database: OpenAIRE
Description
Abstract:Purpose To identify the impact of endovascular simulator training and shadowing in interventional radiology on medical students’ self-assessed IR knowledge. Moreover, the sequence of the teaching methods and its influence on the self-assessed IR knowledge is investigated. Materials and Methods A total of 19 fourth-year medical students participated in this study. Eleven students completed shadowing live cases first and endovascular simulator training the following day. Eight students completed the teaching in reversed order. Questionnaires were completed before and after each teaching method. The students assessed their knowledge of instruments and materials, steps of the Seldinger technique, and aortography on a Likert scale (1 = "I do not agree at all," 5 = "I fully agree"). Results After simulator training, the students stated a significant increase in perceived knowledge compared with baseline (p p = 0.008) and “steps of the Seldinger technique” (3.7 vs. 3.9, p = 0.046). Self-assessed knowledge after simulator training increased significantly more regarding Seldinger technique compared with shadowing (+ 1.2 vs. + 0.2, p p = 0.041). Conclusion Endovascular simulator training and shadowing are both feasible tools to improve medical students’ perceived knowledge of interventional radiology. When organizing teaching, simulator training before shadowing can have a positive impact on self-assessed knowledge. Graphical Abstract
ISSN:1432086X
01741551
DOI:10.1007/s00270-024-03863-1