Mastery learning improves students skills in inserting intravenous access: a pre-post-study.

Area of Science:

• Medical Education
• Clinical Skills Training
• Simulation-Based Learning

Background:

• Peripheral venous catheter (PVC) insertion is a fundamental skill for medical students.
• Inadequate performance of basic procedures, including hygienic standards, is common among trainees.
• Competence-based learning and deliberate practice, as integrated in mastery learning, are crucial for skill acquisition.

Purpose of the Study:

• To evaluate the competency of third-year medical students in inserting peripheral venous catheters before and after a simulation-based educational intervention.
• To assess the effectiveness of a mastery learning approach in teaching PVC insertion skills.

Main Methods:

• A pre- and post-test design was employed with third-year medical students.
• A one-hour simulation-based training session focused on PVC insertion.
• Students practiced on simulators and were required to pass a test based on mastery learning principles.
• An unannounced follow-up test was conducted one week post-intervention.

Main Results:

• Post-intervention, 97.2% of students passed the PVC insertion test, with a significant mean score increase (15.56 to 20.50, P<0.001).
• A significant decline in performance was observed one week later, with only 74.5% passing the retest.
• The mean score decreased from 20.50 to 20.06 (P<0.001) in the follow-up assessment.

Conclusions:

• Mastery learning is an effective strategy for teaching practical skills like peripheral venous catheter insertion to medical students.
• The intervention successfully prepared students for clinical practice, but skill retention requires further attention.
• Ongoing reinforcement is necessary to ensure sustained competency in essential clinical procedures.