Implementation of a student-teacher–based blended curriculum for the training of medical students for nasopharyngeal swab and intramuscular injection : mixed methods pre-post and satisfaction surveys

Article Article scientifique Article Implementation of a student-teacher–based blended curriculum for the training of medical students for nasopharyngeal swab and intramuscular injection : mixed methods pre-post and satisfaction surveys eng 2023-03-02 2023-03-02 author Bieri Julie 0000-0002-8843-9821 Faculty of Medicine, University of Geneva, Geneva, Switzerland. 839309 author Tuor Carlotta Michela Giorgia 0000-0002-4686-7844 Faculty of Medicine, University of Geneva, Geneva, Switzerland. 837886 author Nendaz Mathieu 0000-0003-3795-3254 Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland.,Division of General Internal Medicine, Department of Medicine, Geneva University Hospitals, Geneva, Switzerland. 33708 Unité de développement et de recherche en éducation médicale (UDREM) author Savoldelli Georges Louis 0000-0002-8968-6920 Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland.,Division of Anesthesiology, Department of Anesthesiology, Emergency Medicine, Clinical Pharmacology and Intensive Care, Geneva University Hospitals, Geneva, Switzerland. 41344 Département d'anesthésiologie, pharmacologie et soins intensifs (APSIC) author Blondon Katherine 0000-0002-9407-8516 Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland. 105577 Centre interprofessionnel de simulation (CISFM) author Schiffer Eduardo 0000-0002-7415-4315 Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland.,Division of Anesthesiology, Department of Anesthesiology, Emergency Medicine, Clinical Pharmacology and Intensive Care, Geneva University Hospitals, Geneva, Switzerland. 33705 Département d'anesthésiologie, pharmacologie et soins intensifs (APSIC) author Zamberg Ido 0000-0003-4534-4635 Division of Anesthesiology, Department of Anesthesiology, Emergency Medicine, Clinical Pharmacology and Intensive Care, Geneva University Hospitals, Geneva, Switzerland.,School of Education, Johns Hopkins University, Baltimore, MD, United States. 804156 e38870 10.2196/38870 36862500 2369-3762 PMC10020911 https://mededu.jmir.org/2023/1/e38870 Background : The COVID-19 pandemic caused a major disruption in the health care sector with increased workload and the need for new staff to assist with screening and vaccination tasks. Within this context, teaching medical students to perform intramuscular injections and nasal swabs could help address workforce needs. Although several recent studies discuss medical students’ role and integration in clinical activities during the pandemic, knowledge gaps exist concerning their role and potential benefit in designing and leading teaching activities during this period. Objective : The aim of our study was to prospectively assess the impact in terms of confidence, cognitive knowledge, and perceived satisfaction of a student-teacher–designed educational activity consisting of nasopharyngeal swabs and intramuscular injections for the training of second-year medical students in the Faculty of Medicine, University of Geneva, Switzerland. Methods : This was a mixed methods pre-post surveys and satisfaction survey study. Activities were designed using evidence-based teaching methodologies based on the SMART (specific, measurable, achievable, realistic, and timely) criteria. All second-year medical students who did not participate in the activity’s old format were recruited unless they explicitly stated that they wanted to opt out. Pre-post activity surveys were designed to assess perception of confidence and cognitive knowledge. An additional survey was designed to assess satisfaction in the mentioned activities. Instructional design was blended with a presession e-learning activity and a 2-hour practice session with simulators. Results : Between December 13, 2021, and January 25, 2022, a total of 108 second-year medical students were recruited; 82 (75.9%) students participated in the preactivity survey and 73 (67.6%) in the postactivity survey. Students’ confidence in performing intramuscular injections and nasal swabs significantly increased on a 5-point Likert scale for both procedures—from 3.31 (SD 1.23) and 3.59 (SD 1.13) before the activity to 4.45 (SD 0.62) and 4.32 (SD 0.76) after the activity (P<.001), respectively. Perceptions of cognitive knowledge acquisition also significantly increased for both activities. For the nasopharyngeal swab, knowledge acquisition concerning indications increased from 2.7 (SD 1.24) to 4.15 (SD 0.83), and for the intramuscular injection, knowledge acquisition concerning indications increased from 2.64 (SD 1.1) to 4.34 (SD 0.65) (P<.001). Knowledge of contraindications for both activities increased from 2.43 (SD 1.1) to 3.71 (SD 1.12) and from 2.49 (SD 1.13) to 4.19 (SD 0.63), respectively (P<.001). High satisfaction rates were reported for both activities. Conclusions : Student-teacher–based blended activities for training novice medical students in commonly performed procedural skills seem effective for increasing their confidence and cognitive knowledge and should be further integrated within a medical school curriculum. Blended learning instructional design increases students’ satisfaction about clinical competency activities. Future research should elucidate the impact of student-teacher–designed and student-teacher–led educational activities. COVID-19 Blended education Blended learning Digital education Education method Educator Health care sector Hybrid education Hybrid learning Injection Knowledge acquisition Medical education Medical student Nasal swab Online class Online course Online education Online learning Pandemic Peer-learning Simulation Skill assessment Skill development Student-teacher Teaching Training Vaccination Vaccine Dewey 610/370 Dewey 616 Dewey 617 48 Unité de développement et de recherche en éducation médicale 204 56 Département de médecine 221 63 Département d'anesthésiologie, pharmacologie, soins intensifs et urgences 229 false 395 Acquisition de l'expertise médicale 662 538 Groupe Savoldelli Georges (simulation) 878 JMIR medical education 9 5d555370-c7cf-4458-ba8b-ee950fe53931 Article (Published version) Public Article_scientifique_from_unpaywall.pdf 631383 application/pdf CC BY-4.0 4f792166f031871e11f6bba03686bacff3217f9310a507c35ac8999ee10171ad 6dd8ccb5-200c-40ee-902c-de07f46d7f7b Supplemental data Public mededu_v9i1e38870_app1.docx 433028 application/vnd.openxmlformats-officedocument.wordprocessingml.document cd6f5885899cdbf8782737f46442b9a3dce26c15c59a59a648dab76465ce2072 openAccess Faculté de médecine / Unité de développement et de recherche en éducation médicale Faculté de médecine / Section de médecine clinique / Département de médecine Faculté de médecine / Section de médecine clinique / Département d'anesthésiologie, pharmacologie, soins intensifs et urgences

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Implementation of a student-teacher–based blended curriculum for the training of medical students for nasopharyngeal swab and intramuscular injection : mixed methods pre-post and satisfaction surveys	JMIR medical education	2023	38	149
Utilisabilité de l'application « Anticipation des soins » pour favoriser la rédaction des directives anticipées en milieu ambulatoire		2021	157	5

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Bieri, Julie