Bridging the procedures skill gap from medical school to residency: a simulation-based mastery learning curriculum

• Published in: Medical education online Vol. 29; no. 1; p. 2412399
• Main Authors: Branditz, Lauren D, Kendle, Andrew P, Leung, Cynthia G, San Miguel, Christopher E, Way, David P, Panchal, Ashish R, Yee, Jennifer
• Format: Journal Article
• Language: English
• Published: United States Taylor & Francis 31.12.2024; Taylor & Francis Group
• Subjects: Catheterization, Central Venous; Clinical Competence; Curriculum; education; Education, Medical, Undergraduate - methods; Educational Measurement; Emergency Medicine - education; Humans; iatrogenic disease; Internship and Residency; Intubation, Intratracheal; Mastery learning; quality improvement; Simulation Training; therapeutic procedures; undergraduate medical; education; iatrogenic disease; emergency medicine; quality improvement; Mastery learning; therapeutic procedures; undergraduate medical
• ISSN: 1087-2981; 1087-2981
• DOI: 10.1080/10872981.2024.2412399

The transition from medical student to intern is a recognized educational gap. To help address this, the Association of American Medical Colleges developed the Core Entrustable Professional Activities for entering residency. As these metrics outline expectations for all graduating students regardless of specialty, the described procedural expectations are appropriately basic. However, in procedure-heavy specialties such as emergency medicine, the ability to perform advanced procedures continues to contribute to the disconnect between undergraduate and graduate medical education. To prepare our graduating students for their internship in emergency medicine, we developed a simulation-based mastery learning curriculum housed within a specialty-specific program. Our overall goal was to develop the students' procedural competency for central venous catheter placement and endotracheal intubation before graduation from medical school. Twenty-five students participated in a simulation-based mastery learning procedures curriculum for ultrasound-guided internal jugular central venous catheter placement and endotracheal intubation. Students underwent baseline assessment, deliberate practice, and post-test assessments. Both the baseline and post-test assessments used the same internally developed checklists with pre-established minimum passing scores. Despite completing an emergency medicine rotation and a critical care rotation, none of the students met the competency standard during their baseline assessments. All twenty-five students demonstrated competency on both procedures by the end of the curriculum. A second post-test was required to demonstrate achievement of the central venous catheter and endotracheal intubation minimum passing scores by 16% and 28% of students, respectively. Students demonstrated procedural competency for central venous catheter placement and endotracheal intubation by engaging in simulation-based mastery learning procedures curriculum as they completed their medical school training. With three instructional hours, students were able to achieve basic procedural competence for two common, high-risk procedures they will need to perform during emergency medicine residency training.