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Procedural simulation in venipuncture for medical undergraduates and its transfer to the bedside: a cluster randomized study

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dc.contributor.advisor
dc.contributor.author Kodikara, K.
dc.contributor.author Seneviratne, T.
dc.contributor.author Premaratna, R.
dc.date.accessioned 2023-10-30T05:07:09Z
dc.date.available 2023-10-30T05:07:09Z
dc.date.issued 2024
dc.identifier.citation Advances in Health Sciences Education : Theory and Practice.2024 ; 29(3):967-985. (Epub 2023 Oct 25) en_US
dc.identifier.issn 1382-4996 (Print)
dc.identifier.issn 1573-1677 (Electronic)
dc.identifier.uri http://repository.kln.ac.lk/handle/123456789/26807
dc.description Indexed in MEDLINE. en_US
dc.description.abstract Simulation is accepted as an effective method of learning procedural skills. However, the translational outcomes of skills acquired through simulation still warrants investigation. We designed this study to assess if skills laboratory training in addition to bedside learning (intervention group [IG]) would provide better learning results than bedside learning alone (control group [CG]) in the context of venipuncture training. This prospective, cluster-randomized, single-blind study took place at the Faculty of Medicine, University of Kelaniya, Sri Lanka. Seventeen clusters of second-year medical students were randomly assigned to either IG or CG. The IG trained on venipuncture in the skills laboratory, receiving instruction after modified Payton’s Four Step Method. Following the training, students of both IG and CG underwent bedside learning for one month. Afterward, students of both groups performed venipuncture on actual patients in a clinical setting. An independent, blinded assessor scored students’ performance using the Integrated Procedural Protocol Instrument (IPPI) and a checklist. Patients assessed students’ performance with the Communication Assessment Tool (CAT). Eight and nine clusters were randomized to the intervention and control groups, respectively. IG completed significantly more single steps of the procedure correctly (IG: 19.36 ± 3.87 for checklist items; CG: 15.57 ± 4.95; p < 0.001). IG also scored significantly better on IPPI ratings (median: IG: 27 (12) vs. CG: 21 (8); p < 0.001). Rated by patients, students’ communication skills did not significantly differ between the two groups. Simulation-based venipuncture training enabled students to perform the procedure on actual patients with a higher technical accuracy than students who learned venipuncture at the bedside. Students were able to transfer the skills acquired through venipuncture training at the skill laboratory to the bedside. en_US
dc.language.iso en en_US
dc.publisher Springer en_US
dc.subject Clinical Competence en_US
dc.subject Education, Medical, Undergraduate en_US
dc.subject Educational Measurement
dc.subject Phlebotomy
dc.subject Students, Medical
dc.subject Prospective Studies en
dc.subject Simulation Training en
dc.subject Single-Blind Method
dc.title Procedural simulation in venipuncture for medical undergraduates and its transfer to the bedside: a cluster randomized study en_US
dc.type Article en_US


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