Optimizing Resource Utilization During Proficiency-based Training of Suturing Skills to Medical Students

Study Overview
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Brief Summary
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Evidence favours teaching procedural skills to medical students using a proficiency-based rather than time-based approach. Basic suturing skills can be taught through faculty-led, peer tutor-led, and computer augmented approaches. One method has yet to be identified as superior in terms of educational outcomes, resource utilization, and participant perspectives. Pre-clerkship medical students were randomized to: faculty, peer tutor, or computer augmented learning. Participants practiced suturing through their randomized method until they reached targeted proficiency defined using hand motion analysis (HMA). Proficiency was defined as a score of the average plus a standard deviation of five surgeons' HMA for two of three consecutive sutures using appropriate technique. The primary outcome was the number of stitches placed to achieve proficiency. The secondary outcomes were the number of sutures used, time, and costs incurred. Learning curves were constructed. Participants' perceptions were assessed using a follow-up survey.

Official Title
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Optimizing Resource Utilization During Proficiency-Based Training of Suturing Skills to Medical Students: A Randomized Controlled Trial of Faculty-Led, Peer Tutor-Led, and Computer Augmented Methods of Teaching

Conditions
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Education, Medical, Sutures

Intervention / Treatment
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* Other: Method of learning simple interrupted sutures with instrument tie


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Second year, pre-clerkship medical students Exclusion Criteria: None
Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Faculty-led<br> | Other: Method of learning simple interrupted sutures with instrument tie<br>* Students will train to proficiency (defined by hand motion analysis) on simple interrupted sutures with an instrument tie via one of three different methods: faculty-led, peer tutor-led, or computer augmented self-directed learning.<br>|
| Experimental: Peer tutor-led<br> | Other: Method of learning simple interrupted sutures with instrument tie<br>* Students will train to proficiency (defined by hand motion analysis) on simple interrupted sutures with an instrument tie via one of three different methods: faculty-led, peer tutor-led, or computer augmented self-directed learning.<br>|
| Experimental: Computer augmented self-directed learning<br> | Other: Method of learning simple interrupted sutures with instrument tie<br>* Students will train to proficiency (defined by hand motion analysis) on simple interrupted sutures with an instrument tie via one of three different methods: faculty-led, peer tutor-led, or computer augmented self-directed learning.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Number of stitched laid to reach proficiency |  | Five days | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Number of sutures used to reach proficiency |  | Five days | 
| Minutes to reach proficiency |  | Five days | 
| Individual costs to reach proficiency |  | Five days |