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Learn, see, practice, prove, do, maintain: an evidence-based pedagogical framework for procedural skill training in
Taylor Sawyer1, Marjorie White, Pavan Zaveri
1T. Sawyer is assistant professor, Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington. M. White is assistant professor, Department of Pediatrics, University of Alabama at Birmingham, Birmingham, Alabama. P. Zaveri is assistant professor, Division of Emergency Medicine, Children's National Health System, Washington, DC. T. Chang is assistant professor, Division of Emergency Medicine and Transport, Children's Hospital Los Angeles, Los Angeles, California. A. Ades is associate professor, Department of Pediatrics, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania. H. French is assistant professor, Department of Pediatrics, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania. J. Anderson is associate professor, Department of Pediatrics, Oregon Health Sciences University, Portland, Oregon. M. Auerbach is assistant professor, Department of Pediatrics, Yale School of Medicine, New Haven, Connecticut. L. Johnston is assistant professor, Department of Pediatrics, Yale School of Medicine, New Haven, Connecticut. D. Kessler is assistant professor, Department of Pediatrics, Columbia University College of Physicians and Surgeons, New York, New York.
This perspective introduces a six-step pedagogical framework for medical procedural skill training, emphasizing simulation-based mastery learning to enhance competency and patient safety.
Area of Science:
- Medical Education
- Surgical Training
- Healthcare Simulation
Background:
- Acquiring procedural skills is crucial for medical training.
- Existing models for procedural skill training require enhancement.
- A structured, evidence-based approach is needed to optimize skill acquisition.
Purpose of the Study:
- To propose a novel, evidence-based pedagogical framework for procedural skill training.
- To outline a six-step model integrating cognitive and psychomotor learning.
- To enhance the effectiveness and safety of medical procedural training.
Main Methods:
- A critical synthesis of existing literature on procedural skill development.
- Development of a six-step pedagogical framework: Learn, See, Practice, Prove, Do, Maintain.
- Integration of simulation-based mastery learning for competency assessment.
Main Results:
- The proposed framework systematically guides learners from knowledge acquisition to independent skill performance.
- Each step (Learn, See, Practice, Prove, Do, Maintain) is supported by evidence.
- The framework emphasizes deliberate practice and simulation for skill mastery.
Conclusions:
- The proposed six-step framework offers a paradigm shift in procedural skill training.
- Implementation can lead to improved skill acquisition and patient safety.
- This model provides a structured approach for educators and trainees in medical fields.
