Abstract
BackgroundThe extent to which medical residents are involved in the teaching and supervision of medical procedures is unknown. This study aims to evaluate the teaching and supervision of junior residents in central venous catheterization (CVC) by resident-teachers.MethodsAll PGY-1 internal medicine residents at two Canadian academic institutions were invited to complete a survey on their CVC experience, teaching, and supervision prior to their enrolment in a simulator CVC training curriculum.ResultsOf the 69 eligible PGY-1 residents, 32 (46%) consenting participants were included in the study. There were no significant baseline differences between participants from the two institutions in terms of sex, number of ICU months completed, previous CVC training received, number of CVCs observed and performed. Only 16 participants (50%) received any CVC training at baseline. Of those who received any training, 63% were taught only by senior resident-teachers. A total of 81 CVCs were placed by 17 participants. Thirty-two CVCs (45%) were supervised by resident-teachers.ConclusionsResident-teachers play a significant role both in the teaching and supervision of CVCs placed by junior residents. Educational efforts should focus on preparing residents for their role in teaching and supervision of procedures.
Highlights
The extent to which medical residents are involved in the teaching and supervision of medical procedures is unknown
Training and Supervision Prior to the simulation training, only 16 (50%) participants had received any training on central venous catheterization (CVC) (Additional file 1)
Of the 16 participants who received prior CVC training, majority of the training was received within the context of patient care (n = 14, 88%)
Summary
The extent to which medical residents are involved in the teaching and supervision of medical procedures is unknown. This study aims to evaluate the teaching and supervision of junior residents in central venous catheterization (CVC) by resident-teachers. The ability to perform bedside procedural skills competently is an important part of medical practice. Procedures such as lumbar puncture, thoracentesis, and central venous catheterization (CVC), are commonly performed for diagnostic and/or therapeutic reasons and are often taught in residency training programs [1,2]. For CVC, competency in this skill is a stated objective for a number of postgraduate medical training programs [3,4,5,6,7].
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