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Related Experiment Videos

Procedural medicine. Is your number up?

W D Jackson1, M R Diamond

  • 1Western Australian Centre for Remote and Rural Medicine, Department of General Practice, University of Western Australia.

Australian Family Physician
|September 1, 1993
PubMed
Summary

Maintaining medical procedural competence may not require frequent practice. Evidence suggests initial training is sufficient for retaining psychomotor skills, even after long breaks, challenging minimum procedure count requirements.

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Area of Science:

  • Medical Education
  • Surgical Skills Training
  • Continuing Medical Education

Background:

  • Current medical education standards often mandate minimum procedure numbers for maintaining physician competence.
  • These requirements can be challenging for rural general practitioners compared to urban or regional hospital doctors.
  • The reliance on procedural volume for competency assessment is widespread.

Purpose of the Study:

  • To review the literature on psychomotor skills in procedural medicine.
  • To evaluate the evidence supporting minimum procedure numbers for assessing physician competency.
  • To explore alternative methods for ensuring procedural skill retention.

Main Methods:

  • Literature review of studies on psychomotor skills in procedural medicine.
  • Analysis of evidence linking procedure volume to competency.
  • Examination of skill retention theories and empirical data.

Main Results:

  • Little to no empirical evidence supports judging competency solely by the number of procedures performed.
  • Psychomotor skills in procedural medicine appear to be retained after extended periods without practice.
  • Initial training quality is a significant factor in long-term skill retention.

Conclusions:

  • Minimum procedure requirements for maintaining medical competence may be unjustified.
  • Physician psychomotor skills can be retained without continuous practice, challenging current CME models.
  • Focus should shift from procedural volume to the quality of initial training and skill retention strategies.

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