Simulation-based learning of invasive procedures skills: A critical appraisal of its organization in undergraduate medical education

ABSTRACT

Aims: Critically appraise the organization (teachers, resources, pedagogy) of simulation-based learning of invasive procedures skills (venipuncture, establishing peripheral intravenous access, subcutaneous and intramuscular injections, male and female urinary catheterization) according to the literature and create a theoretical framework for different contexts of undergraduate medical education.

Background: In different countries, requirements for graduates of medical schools include performance of invasive procedures skills. Teaching approaches to training students in simulation settings are considered in the literature. However, there is no information about the organization of such training.

Main results: A unified methodology of skills performance teaching/assessment at least at national level is not fixed; there is a tendency of ‘task shifting’ the training from teachers to student peers, who can play the role of simulated patients; video recording is a helpful option for educational processes; students’ opinions are important for evaluating the organization of simulation-based training. A theoretical framework was developed.

Conclusion: The framework offers a generic template to complete and improve simulation-based learning in a specific context. Organizational aspects should be considered in any research on simulation-based education to better understand context and adapt delivery in other educational establishments.

KEYWORDS:

• Organization
• management
• medical
• simulation
• basic
• skills
• undergraduate

Acknowledgements

The authors would like to thank Dr Angus Cooper and Mr Ian Morrison from the Clinical Skills Center of Aberdeen University (UK) and the Head of the Center for Simulation-based Learning and Accreditation of Specialists of Tver State Medical University (Russia), Dr Viktor Shekhovtsov, for valuable professional comments given for the review.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Timur Valiev graduated from Tver State Medical Academy (Russia) and received the degree of Medical Doctor in 2014. He recently completed a postgraduate programme, MSc ‘Global Health and Management’, at Aberdeen University (UK) in 2018.

Heather May Morgan is a multidisciplinary social scientist and Lecturer within the Postgraduate Education Group in the Institute of Applied Health Sciences of Aberdeen University (UK). Her research interests are digital health, methodology of designing, developing qualitative and mixed methods studies and pedagogical aspects of postgraduate training and employment.