Counterbalancing clinical supervision and independent practice: case studies in learning thoracic epidural catheter insertion

Abstract

BackgroundThoracic epidural catheter placement is an example of a demanding and high-risk clinical skill that junior anaesthetists need to learn by experience and under the supervision of consultants. This learning is known to present challenges that require further study. MethodsTen consultant and 10 trainee anaesthetists in a teaching hospital were interviewed about teaching and learning this skill in the operating theatre, and a phenomenological analysis of their experience was performed. ResultsTrainee participation was limited by time pressure, lack of familiarity with consultants, and consultants’ own need for clinical experience. There was a particular tension between safe and effective consultant practice and permitting trainees’ independence. Three distinct stages of participation and assistance were identified from reports of ideal practice: early (part-task or basic procedure, consultant always present giving instruction and feedback), middle (independent practice with straightforward cases without further instruction), and late (skill extension and transfer). Learning assistance provided by consultants varied, but it was often not matched to the trainees’ stages of learning. Negotiation of participation and assistance was recognized as being useful, but it did not happen routinely. ConclusionsThere are many obstacles to trainees’ participation in thoracic epidural catheter insertion, and learning assistance is not matched to need. A more explicit understanding of stages of learning is required to benefit the learning of this and other advanced clinical skills.