Medical Students' Preferences on Practicing Intravenous Insertion on Each Other and Via Simulation.

Area of Science:

• Medical Education
• Simulation-based Learning
• Healthcare Professional Training

Background:

• Traditionally, medical students practiced invasive procedures like intravenous (IV) line insertion on each other.
• There is a growing trend towards utilizing simulation for medical skills training.
• Student attitudes towards different training methods for invasive procedures require investigation.

Purpose of the Study:

• To investigate medical students' attitudes towards intravenous (IV) line insertion training.
• To assess student anxiety, expectation of learning empathy, learning preference, and litigiousness.
• To compare person-based practice versus simulation for learning IV placement.

Main Methods:

• A 24-question survey was administered to medical students.
• The survey assessed attitudes regarding anxiety and empathy in IV line insertion training.
• Participants compared learning experiences on each other versus on mannequins.

Main Results:

• Many students felt person-based practice enhanced empathy and patient discomfort appreciation.
• Students reporting anxiety were less likely to feel they learned empathy from person-based practice.
• Learning preference varied, with a desire to mitigate anxiety and enhance empathy.

Conclusions:

• A combined approach of simulation and person-based practice is preferred for learning IV placement.
• This blended method aims to reduce anxiety associated with invasive procedures.
• Enhancing empathy skills is a key consideration in medical training for painful procedures.