Improving Confidence in Performing Clinical Procedures Through Peer-Driven Training Sessions for Preclinical Medical...

Area of Science:

• Medical Education
• Surgical Skills Training

Background:

• Preclinical medical students report low confidence in procedural skills, particularly during clinical rotations.
• Resource limitations restrict early clinical exposure (ECE) opportunities for preclinical students.
• Student-led procedure training sessions (SLPTS) can bridge this gap by providing valuable experience outside the formal curriculum.

Purpose of the Study:

• To develop and evaluate a student-led procedure training session (SLPTS) for preclinical medical students.
• To assess the impact of SLPTS on student confidence in performing key clinical procedures.
• To determine if SLPTS can serve as effective early clinical exposure (ECE).

Main Methods:

• Utilized Kern's six-step curriculum development model to design the SLPTS.
• Included presession videos, background information, peer demonstrations, and hands-on practice for procedures like suturing, incision and drainage, intubation, and IV access.
• Measured confidence levels (1-10 scale) pre- and post-session, analyzing changes (ΔC) with paired t-tests and qualitative themes from focus groups.

Main Results:

• Significant increases in confidence were observed across all trained procedures (p < .001).
• Mean confidence increases (ΔC) ranged from 4.55 for endotracheal intubation to 5.74 for peripheral vein access.
• Focus groups identified common themes supporting the session's effectiveness.

Conclusions:

• SLPTS effectively provided early clinical exposure (ECE) and enhanced student confidence in procedural skills.
• This training model offers a viable supplement to the formal medical curriculum.
• Collaboration between students and faculty can facilitate integration of such training into official curricula.