The sociocultural contribution to learning: Why did my students fail to learn Aseptic Non-Touch Technique? Multidimensional factors involved in medical students’ failure to learn this skill

Figures & data

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Practice points

Students’ ANTT performance deteriorated significantly after 10 weeks. Problems with formal training include lack of workplace-based teaching. Assessment may drive learning, resulting in surface learning. Students modify practice due to lack of resources, and are influenced by observation of staff. For learning of ANTT to occur, we must consider the formal, informal and hidden curricula.

Figure 1. The key principles of ANTT.

Figure 2. Summary of methods.

Figure 3. Record of student performance on re-test.

Figure 4. ANTT “pass” rates at initial test and re-test.

Table 1  Elements of ANTT neglected by students

Neglected aspect of ANTT/safe practice	Frequency
Use of unclean surfaces	14
Re-touch of cleaned injection site	5
Infrequent hand-washing	2
Not wearing gloves	2
Not wearing apron	1

Figure 5. Summary of training formats.

Table 2  Survey responses: elements of ANTT neglected by staff

Component of ANTT	Mean frequency (Likert scale 1 = infrequently, 5 = frequently)
Cleaning trolley/tray before equipment	2.39
Re-touch site	2.70
Not disposing of sharps in cubicle	2.80