An education theory-based method to teach a procedural skill

Timothy S. Wang, Jennifer L. Schwartz, Darius J. Karimipour, Jeffrey S. Orringer, Ted Hamilton, Timothy M. Johnson

Research output: Contribution to journalArticlepeer-review

Abstract

Objective: To determine the effectiveness of an education theory-based method to teach students to place and tie a simple interrupted stitch. Design: A teaching intervention before-after trial. Setting: Dermatology department, academic university. Participants: Fourth-year medical students and dermatology residents. Main Outcome Measures: Scores on a 12-criterion grading instrument before and after instruction. Results: The scores for medical students and residents in each class showed significant improvement. The mean score for all participants (N = 23) rose by 24% after in: struction (P < .001). Scores in 9 of the 12 graded performance areas improved significantly after instruction, including scores in tissue damage/teeth marks (P<.001), needle dulled/bent (P < .001), needle loaded properly and knots square (P=.01), throws done correctly (P=.01), stitch tension and needle entry/exit angle (P=.02), amount of suture used (P=.03), and correct number of throws (P=.04). In addition, participants' confidence increased significantly after instruction (P<.001). No difference was noted between men and women in preinstruction vs postinstruction score improvement. Conclusions: This teaching method can be effectively used to teach students to place and tie a simple interrupted stitch. Once validated and expanded, it may prove useful in shortening and standardizing procedural skill training and in objectively documenting competency.

Original languageEnglish (US)
Pages (from-to)1357-1361
Number of pages5
JournalArchives of dermatology
Volume140
Issue number11
DOIs
StatePublished - Nov 2004

ASJC Scopus subject areas

  • Dermatology

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