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Testing the efficacy and acceptability of video-reflexive methods in personal protective equipment training for
Mary Wyer1,2, Su-Yin Hor3, Ruth Barratt4,5
1Centre for Infectious Diseases and Microbiology, Westmead Institute for Medical Research, Westmead, New South Wales, Australia mary.wyer@sydney.edu.au.
Objectives:
To test the efficacy and acceptability of video-reflexive methods for training medical interns in the use of personal protective equipment (PPE).
Design:
Mixed methods study.
Setting:
A tertiary-care teaching hospital, Sydney, January 2018-February 2019.
Participants:
72 of 90 medical interns consented to participate. Of these, 39 completed all three time points.
Interventions:
Participants received a standard infection prevention and control (IPC) education module during their hospital orientation. They were then allocated alternately to a control or video group. At three time points (TPs) over the year, participants were asked to don/doff PPE items based on hospital protocol. At the first two TPs, all participants also participated in a reflexive discussion. At the second and third TPs, all participants were audited on their performance. The only difference between groups was that the video group was videoed while donning/doffing PPE, and they watched this footage as a stimulus for reflexive discussion.
Primary And Secondary Outcome Measures:
The efficacy and acceptability of the intervention were assessed using: (1) comparisons of audit performance between and within groups over time, (2) comparisons between groups on survey responses for evaluation of training and self-efficacy and (3) thematic analysis of reflexive discussions.
Results:
Both groups improved in their PPE competence over time, although there was no consistent pattern of significant differences within and between groups. No significant differences were found between groups on reported acceptability of training, or self-efficacy for PPE use. However, analysis of reflexive discussions shows that the effects of the video-reflexive intervention were tangible and different in important respects from standard training.
Conclusions:
Video reflexivity in group-based training can assist new clinicians in engagement with, and better understanding of, IPC in their clinical practice. Our study also highlights the need for ongoing and targeted IPC training during medical undergraduate studies as well as regular workplace refresher training.
