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Simulation versus theoretical learning for the transradial approach: a randomized controlled trial in interventional
Aymen Noamen1, Ahmed Ben Amara1, Mokhles Lajmi1
1Hôpital militaire principal d'instruction de Tunis / Université Tunis El Manar / faculté de médecine de Tunis.
La Tunisie Medicale
|September 8, 2023
Summary
Simulation-based education enhances conventional radial access (CRA) skills for novice interventional cardiology residents. This approach complements theoretical learning, reducing stress and tachycardia during procedures.
Area of Science:
- Interventional Cardiology
- Medical Education
- Simulation-based Education
Background:
- Simulation-based education (SE) is recognized for improving knowledge and procedural skills in interventional cardiology.
- Conventional radial access (CRA) is a key procedure where SE may enhance learning.
Purpose of the Study:
- To assess the impact of SE on CRA skills compared to theoretical learning alone.
- To evaluate the effect of SE on physiological stress markers during CRA procedures.
Main Methods:
- A prospective randomized controlled study involving cardiology residents learning CRA.
- Participants were divided into a simulation group and a control group receiving only theoretical instruction.
- Physiological data, including heart rate and stress levels, were measured before and after real procedures.
Main Results:
- Puncture success rates were comparable between the simulation and control groups.
- The simulation group exhibited significantly lower heart rates before and during the procedure.
- While stress levels differed before the procedure, they normalized similarly in both groups post-procedure.
Conclusions:
- SE is a valuable adjunct to theoretical learning for novice residents performing CRA.
- Simulation training can mitigate physiological stress responses in early-stage procedural learning.
