Clinical Trial Details
— Status: Recruiting
Administrative data
| NCT number |
NCT04805372 |
| Other study ID # |
2021-0083 |
| Secondary ID |
|
| Status |
Recruiting |
| Phase |
N/A
|
| First received |
|
| Last updated |
|
| Start date |
March 1, 2021 |
| Est. completion date |
March 1, 2022 |
Study information
| Verified date |
March 2021 |
| Source |
Second Affiliated Hospital, School of Medicine, Zhejiang University |
| Contact |
lina Yu |
| Phone |
+86 13958033387 |
| Email |
zryulina[@]zju.edu.cn |
| Is FDA regulated |
No |
| Health authority |
|
| Study type |
Interventional
|
Clinical Trial Summary
Central venous catheterization technique is a compulsory clinical skill for anesthesia
resident physician. Because it is difficult to operate and may cause serious complications,
teaching this skill is a key and difficult point in clinical teaching of anesthesiology
department.This project aims to observe the effect of video demonstration combined with video
feedback teaching on the central venous catheterization time of junior residents and to
obtain a better training method for central venous catheterization skills.
Description:
Central venous catheterization technology is a compulsory clinical skill for resident
physicians. Because of its difficulty in operation and the possibility of serious
complications, teaching this skill is a key and difficult point in clinical teaching in
anesthesiology. This skill training has gone through the traditional "apprentice mode"
teaching to the current video demonstration teaching, bedside feedback teaching, etc.. The
attempts of multiple teaching modes are to help low-age resident doctors master the
technology as soon as possible, improve the operation success rate, and reduce the incidence
of complications.
The Department of Anesthesiology in our hospital is a key base for the standardized training
of anesthesiologists in China. In recent years, the introduction of video demonstration
methods for the central venous catheterization technology of low-age residents has achieved
some results. Residents watch the demonstration operation videos specially recorded by the
department, and perform operation exercises after passing the pre-operation assessment. The
trainees self-reported that the teaching mode increased their confidence in learning this
skill. However,in the actual training process, bedside comments (feedback teaching) were also
involved, and it was discovered that it could cause panic and dissatisfaction of the patient,
which was later improved into the paper-based feedback of the teacher.
The video demonstration teaching method was first applied to athletes' competitive training
and was found to be effective in improving athletes' competitive skills.It was also used in
medical education for surgical operation training, such as laparoscopic operation, which also
obtained significant results. Feedback, as a method of attracting learners, has long been
regarded as an important part of learning in medical education. We used bedside feedback
teaching in the early stage, which was criticized by patients. Research has shown that video
feedback may not only be superior to traditional verbal feedback methods alone, but it can
also avoid problems from patients. When learners watch their own operation videos, video
feedback will occur regardless of whether there is guidance from the instructor. Learners can
watch these videos individually or with the teacher who can provide guidance at the same
time. This teaching method is believed to be helpful for the assessment of skills. The use of
video feedback originated from track and field sports learning. A large number of studies
have found that video feedback teaching can be used as an effective means of medical
communication skills training. Recently, it has also be used in clinical skills teaching.
Current studies have confirmed that this teaching method can improve students' confidence in
learning skills, but there is still relatively little research on skill acquisition.
In summary, video demonstration teaching and video feedback teaching are both useful in
deliberate practice teaching (such as skill operation training). Skills operation training
involves targeted repetitive exercises to improve skills, and feedback is the key to
strengthening clinical learning. By video demonstrations, learners can observe and analyze
the performance of experts (demonstrators) at key decision points under the guidance of the
teacher. And video feedback can help promote self-assessment. It shows that the combination
of the two may be more conducive to the integration of observational learning, imitation and
self-evaluation, and speed up the progress of skill training. This joint teaching has been
studied in sports research, while there are few studies in medical education. At present, a
small study found that compared with oral feedback, the combined method can achieve better
hernia repair skills, and there are recent research reports in peripheral vein indwelling
operation training. But whether it is also suitable for the operation training of high-risk
skills with greater difficulty coefficient, it needs to be confirmed by further research.
This project intends to observe the impact of video demonstration combined with video
feedback teaching on the central venous catheterization time of low-age resident physicians,
aiming to obtain a better method of central venous catheterization skills training, and to
improve the learning confidence of students to better master this skill, improve the success
rate of operation, reduce complications, and promote the application.
