Examination of Learning Trajectories for Simulated Lumbar Puncture Training Using Hand Motion Analysis.

摘要: Objectives A prospective cohort study was conducted using hand motion analysis (HMA) to assess the acquisition and retention of technical proficiency among first-year medical students learning lumbar puncture (LP) skill in a simulated setting. Methods Twenty-five subjects attended three or four simulation sessions at 6-week intervals. The initial session consisted an introduction procedure baseline HMA assessment. This followed by involving deliberate practice evaluation HMA. Subject metrics were over time compared performance benchmarks determine volume required achieve maintain setting. Performance derived from assessment experts HMA. Results Subject significantly different expert (p < 0.01). At outset 2, none achieved benchmarks. 3 4, 40 60% subjects, respectively, demonstrated proficiency. However, there evidence significant erosion between mean number attempts declined sessions. Regression indicated that training effect for all (overall negative slopes) time. When examining group as whole, speed which reached benchmark not associated with practices first sessions, although some individuals these factors did appear associated. A total 76% retained 4 14 (range = 5 19). Conclusions These results show majority require sustainable level LP procedure. There is considerable variation progression These have important implications design resource requirements competency-based education program targeting training.