DOI: http://dx.doi.org/10.18203/2319-2003.ijbcp20221597

Novel strategy of skill lab training for parenteral injection techniques: a promising opportunity for medical students

Jerin James, R. Jamuna Rani

Abstract


Background: To set up an experimental pharmacology skill lab to facilitate training of specific modules for development of core competencies of parenteral drug administration and intravenous drip settings using mannequins for development of skills in administering injections for undergraduate medical students, which will be assessed using Objective Structured Practical Examination.

Methods: High quality mannequins were procured from reputed companies in coordination with the biomedical engineering department of the tertiary care teaching institution. Sufficient number of multi-venous access arms, buttock injection model and models for subcutaneous and intradermal injections were obtained to facilitate individual training of 150 students in small groups during practical classes according to the checklist for the procedure. Ethical committee approval was deemed unnecessary for this study as it was a part of curriculum development.

Results: Students practiced the technique confidently, without the fear doing it in a patient. This gave them the opportunity to practice in a real human surface texture, which gave them better understanding about the depth and extent of insertion of devices. Moreover, they could easily follow the steps in the check list which enabled them to practice as per protocol.

Conclusions: Because of the hands-on training the students receive, we have seen a greater trend toward self-learning and better adherence to the injection technique protocol. Hence mannequin-based learning can be considered as very effective in acquiring procedural skills under the new medical curriculum in India. However, considering the high initial investment and further need of constant maintenance, cost effective mannequins need to be introduced and popularized.


Keywords


Skill training, Pharmacology, Parenteral drug administration, Mannequin-based learning

Full Text:

PDF

References


Shah N, Desai C, Jorwekar G, Badyal D, Singh T. Competency-based medical education: An overview and application in pharmacology. Indian J Pharmacol. 2016;48(1):S5-9.

Kulkarni P, Pushpalatha K, Bhat D. Medical education in India: Past, present, and future. APIK J Int Med. 2019;7:69-73.

Jacob KS. Medical Council of India's New Competency-Based Curriculum for Medical Graduates: A Critical Appraisal. Indian J Psychol Med. 2019;41(3):203-9.

Chacko TV. Simulation-based medical education: Using best practices and curriculum mapping to maximize educational benefits in the context of shift toward competency-based medical education. Arch Med Health Sci. 2017;5:9-15.

Ahluwalia T, Toy S, Gutierrez C, Boggs K, Douglass K. Feasible and effective use of a simulation-based curriculum for post-graduate emergency medicine trainees in India to improve learner self-efficacy, knowledge, and skills. Int J Emerg Med. 2021;14(1):42.

Jabaay MJ, Marotta DA, Aita SL. Medical Simulation-Based Learning Outcomes in Pre-Clinical Medical Education. Cureus. 2020;12(12):e11875.

Kim J, Park JH, Shin S. Effectiveness of simulation-based nursing education depending on fidelity: a meta-analysis. BMC Med Educ. 2016;16:152.

Lockyer J, Carraccio C, Chan MK, Hart D, Smee S, Touchie C, et al. Core principles of assessment in competency-based medical education. Med Teach. 2017;39(6)::609-16.

Jerusalem E. The evaluation and assessment framework: Embracing a holistic approach. 2013;57-37.

Pai D. Use of simulation for undergraduate medical education. Int J Adv Med Health Res 2018;5:3-6

Moll-Khosrawi P, Zöllner C, Cronje JS, Schulte-Uentrop L. The effects of simulation-based education on medical students' motivation. Int J Med Educ. 2021;12:130-5.

Saeedi M, Ghafouri R, Tehrani FJ, Abedini Z. The effects of teaching methods on academic motivation in nursing students: A systematic review. J Educ Health Promot. 2021;10:271.

Ten Eyck RP, Tews M, Ballester JM, Hamilton GC. Improved fourth-year medical student clinical decision-making performance as a resuscitation team leader after a simulation-based curriculum. Simul Healthc. 2010;5(3):139-45.

Alsuwaidi L, Kristensen J, HK. Use of simulation in teaching haematological aspects to undergraduate medical students improves student’s knowledge related to the taught theoretical underpinnings. BMC Med Educ. 2021;21:271.

Kaur G, Garg P, Sharma V, Singh J, Matreja PS, Khanna PML. Comparison of computer simulation and graphical illustration for teaching experimental pharmacology to undergraduate students. Int J Basic Clin Pharmacol. 2017;6(4):788.

Arcoraci V, Squadrito F, Altavilla D. Medical simulation in pharmacology learning and retention: A comparison study with traditional teaching in undergraduate medical students. Pharmacol Res Perspect. 2019;7(1):e00449.

HL, LK. Mannequin-based simulation as an educational tool for learning injection techniques: medical students’ view points. Int J Basic Clin Pharmacol. 2018;7:882.

Mani S, Nisha M, Varghese J, Johny S, Mathew A. Cost-effective innovation of locally assembled mannequins for undergraduate skill development in parenteral drug administration. Indian J Pharmacol. 2020;52(1):39-43.