Cognitive load theory as a framework for simulation-based, ultrasound-guided internal jugular catheterization...

Area of Science:

• Medical Education
• Simulation-Based Training
• Ultrasound-Guided Procedures

Background:

• Novice trainees require effective methods for mastering complex procedures like ultrasound-guided internal jugular catheterization (USG IJC).
• Current training often relies on single simulation sessions, potentially limiting skill acquisition and retention.

Purpose of the Study:

• To design a curriculum for teaching USG IJC to novices using cognitive load theory and progressive part practice.
• To compare the technical proficiency of residents trained with this new curriculum versus the standard single-session approach.

Main Methods:

• An experimental group (16 residents) underwent three 2-hour progressive part practice sessions.
• A control group (46 residents) received a single 2-hour simulation session.
• Technical proficiency was evaluated using hand motion analysis and time to procedure completion.

Main Results:

• The experimental group demonstrated significantly better hand motion and total procedure time after training (p<0.001).
• Retention testing showed sustained significant improvements in the experimental group compared to the control group (p=0.01 to p<0.01).

Conclusions:

• Multiple sessions of progressive part practice in simulation are an effective, competency-based strategy for teaching USG IJC.
• This approach enhances technical proficiency and prepares trainees for clinical settings.