Video Demonstration and Video Feedback to Reduce Time to Perform Central Vein Cannulation in Junior Residents

March 16, 2021 updated by: Second Affiliated Hospital, School of Medicine, Zhejiang University

Application of the Training Bundle With Video Demonstration and Video Feedback as the Core in the Teaching of Right Internal Jugular Vein Catheterization Skills

Central venous catheterization technique is a compulsory clinical skill for anesthesia resident physician. Because it is difficult to operate and may cause serious complications, teaching this skill is a key and difficult point in clinical teaching of anesthesiology department.This project aims to observe the effect of video demonstration combined with video feedback teaching on the central venous catheterization time of junior residents and to obtain a better training method for central venous catheterization skills.

Study Overview

Status

Recruiting

Conditions

Intervention / Treatment

Detailed Description

Central venous catheterization technology is a compulsory clinical skill for resident physicians. Because of its difficulty in operation and the possibility of serious complications, teaching this skill is a key and difficult point in clinical teaching in anesthesiology. This skill training has gone through the traditional "apprentice mode" teaching to the current video demonstration teaching, bedside feedback teaching, etc.. The attempts of multiple teaching modes are to help low-age resident doctors master the technology as soon as possible, improve the operation success rate, and reduce the incidence of complications.

The Department of Anesthesiology in our hospital is a key base for the standardized training of anesthesiologists in China. In recent years, the introduction of video demonstration methods for the central venous catheterization technology of low-age residents has achieved some results. Residents watch the demonstration operation videos specially recorded by the department, and perform operation exercises after passing the pre-operation assessment. The trainees self-reported that the teaching mode increased their confidence in learning this skill. However,in the actual training process, bedside comments (feedback teaching) were also involved, and it was discovered that it could cause panic and dissatisfaction of the patient, which was later improved into the paper-based feedback of the teacher.

The video demonstration teaching method was first applied to athletes' competitive training and was found to be effective in improving athletes' competitive skills.It was also used in medical education for surgical operation training, such as laparoscopic operation, which also obtained significant results. Feedback, as a method of attracting learners, has long been regarded as an important part of learning in medical education. We used bedside feedback teaching in the early stage, which was criticized by patients. Research has shown that video feedback may not only be superior to traditional verbal feedback methods alone, but it can also avoid problems from patients. When learners watch their own operation videos, video feedback will occur regardless of whether there is guidance from the instructor. Learners can watch these videos individually or with the teacher who can provide guidance at the same time. This teaching method is believed to be helpful for the assessment of skills. The use of video feedback originated from track and field sports learning. A large number of studies have found that video feedback teaching can be used as an effective means of medical communication skills training. Recently, it has also be used in clinical skills teaching. Current studies have confirmed that this teaching method can improve students' confidence in learning skills, but there is still relatively little research on skill acquisition.

In summary, video demonstration teaching and video feedback teaching are both useful in deliberate practice teaching (such as skill operation training). Skills operation training involves targeted repetitive exercises to improve skills, and feedback is the key to strengthening clinical learning. By video demonstrations, learners can observe and analyze the performance of experts (demonstrators) at key decision points under the guidance of the teacher. And video feedback can help promote self-assessment. It shows that the combination of the two may be more conducive to the integration of observational learning, imitation and self-evaluation, and speed up the progress of skill training. This joint teaching has been studied in sports research, while there are few studies in medical education. At present, a small study found that compared with oral feedback, the combined method can achieve better hernia repair skills, and there are recent research reports in peripheral vein indwelling operation training. But whether it is also suitable for the operation training of high-risk skills with greater difficulty coefficient, it needs to be confirmed by further research.

This project intends to observe the impact of video demonstration combined with video feedback teaching on the central venous catheterization time of low-age resident physicians, aiming to obtain a better method of central venous catheterization skills training, and to improve the learning confidence of students to better master this skill, improve the success rate of operation, reduce complications, and promote the application.

Study Type

Interventional

Enrollment (Anticipated)

34

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Contact

Study Contact Backup

Study Locations

  • China
    • Zhejiang
      • Hangzhou, Zhejiang, China, 310000
        • Recruiting
        • 2nd Affiliated Hospital, School of Medicine, Zhejiang University, China
        • Contact:

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

  • ADULT
  • OLDER_ADULT
  • CHILD

Accepts Healthy Volunteers

No

Genders Eligible for Study

All

Description

Inclusion Criteria:

  • The target population will be junior residents of the Department of Anesthesiology, the Second Affiliated Hospital of Zhejiang University with < 3 previous encounters performing central vein operation

Exclusion Criteria:

  • The target population will be junior residents of the Department of Anesthesiology, the Second Affiliated Hospital of Zhejiang University with ≥ 3 previous encounters performing central vein operation

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: OTHER
  • Allocation: RANDOMIZED
  • Interventional Model: PARALLEL
  • Masking: DOUBLE

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
EXPERIMENTAL: VD+VF group
where they should review a video of an expert performing central vein operation and a video of their own most recent operation, before returning to do another operation. This will be repeated for a total of 5 central vein cannulation encounters and 5 video reviews.
Other: VD+VF group
where they should review a video of an expert performing central vein operation and a video of their own most recent operation, before returning to do another operation. This will be repeated for a total of 5 central vein cannulation encounters and 5 video reviews.
PLACEBO_COMPARATOR: VD group
where they should review a video of an expert performing central vein operation before returning to do another operation. This will be repeated for a total of 5 central vein cannulation encounters and 5 video reviews.
Other: VD group
where they should review a video of an expert performing central vein operation before returning to do another operation. This will be repeated for a total of 5 central vein cannulation encounters and 5 video reviews.

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Average time required to complete 5 independent operations in the second week
Time Frame: in the second week
In the second week, 5 operations were completed under the supervision of the instructor and the required time was recorded
in the second week

Secondary Outcome Measures

Outcome Measure
Measure Description
Time Frame
The puncture success rate and complications in the first week
Time Frame: in the first week
The success and complications of each puncture were recorded
in the first week
The puncture success rate and complications in the second week
Time Frame: in the second week
The success and complications of each puncture were recorded
in the second week
Training satisfaction of trainees
Time Frame: the day after the training
After the training, questionnaire was used to survey the trainees' satisfaction with the training
the day after the training
Operation success rate and complications in 1 month after the training.
Time Frame: One month after the training
Record the success rate and complications of each independent operation of the trainees after the end of the training
One month after the training
Operation success rate and complications in 3 month after the training.
Time Frame: One months after the training
Record the success rate and complications of each independent operation of the trainees after the end of the training
One months after the training

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

Second Affiliated Hospital, School of Medicine, Zhejiang University

Investigators

  • Study Chair: lina Yu, 2nd Affiliated Hospital, School of Medicine, Zhejiang University, China

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start (ACTUAL)

March 1, 2021

Primary Completion (ANTICIPATED)

February 1, 2022

Study Completion (ANTICIPATED)

March 1, 2022

Study Registration Dates

First Submitted

March 16, 2021

First Submitted That Met QC Criteria

March 16, 2021

First Posted (ACTUAL)

March 18, 2021

Study Record Updates

Last Update Posted (ACTUAL)

March 18, 2021

Last Update Submitted That Met QC Criteria

March 16, 2021

Last Verified

March 1, 2021

More Information

Terms related to this study

Keywords

Other Study ID Numbers

  • 2021-0083

Plan for Individual participant data (IPD)

Plan to Share Individual Participant Data (IPD)?

NO

Drug and device information, study documents

Studies a U.S. FDA-regulated drug product

No

Studies a U.S. FDA-regulated device product

No

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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