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

Aortography Interventional radiology Medical education Medical students Seldinger technique Shadowing Simulator training Teaching sequence

Journal

Cardiovascular and interventional radiology
ISSN: 1432-086X
Titre abrégé: Cardiovasc Intervent Radiol
Pays: United States
ID NLM: 8003538

Informations de publication

Date de publication:
10 Oct 2024
Historique:
received: 31 01 2024
accepted: 06 09 2024
medline: 11 10 2024
pubmed: 11 10 2024
entrez: 10 10 2024
Statut: aheadofprint

Résumé

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. 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"). After simulator training, the students stated a significant increase in perceived knowledge compared with baseline (p < 0.001). Shadowing led to a significant improvement regarding the items "knowledge of instruments and materials" (3.2 vs. 3.8, 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 < 0.001). Simulator training before shadowing was significantly more effective regarding the increase in "knowledge of the steps of aortography" compared with the reverse sequence (+ 2.0 vs. + 0.9, p = 0.041). 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.

Identifiants

DOI: 10.1007/s00270-024-03863-1 PMID: 39390227
pubmed: 39390227
doi: 10.1007/s00270-024-03863-1
pii: 10.1007/s00270-024-03863-1
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Subventions

Organisme : Bundesministerium für Bildung und Forschung
ID : 03EGSBE308

Informations de copyright

© 2024. The Author(s).

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Auteurs

Simon Hilleke (S)

Department of Neuroradiology, Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Charitéplatz 1, 10117, Berlin, Germany. simon.hilleke@charite.de.
ORCID: 0009-0000-4281-6065

Richard Wiener (R)

Department of Diagnostic and Interventional Radiology, Vivantes Klinikum im Friedrichshain, Landsberger Allee 49, 10249, Berlin, Germany.

Anne Frisch (A)

Department of Radiology, Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Augustenburger Platz 1, 13353, Berlin, Germany.

Michael Scheel (M)

Department of Neuroradiology, Charité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Charitéplatz 1, 10117, Berlin, Germany.

Classifications MeSH