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Table 2 Analysis of theoretical knowledge and practical skills regarding CVC placement before and after the training session

From: Comparison of multimodal active learning and single-modality procedural simulation for central venous catheter insertion for incoming residents in anesthesiology: a prospective and randomized study

Questionnaire items Intervention Group
(n = 48)
Control Group
(n = 41)
P
Composite outcome score a
([A + B + C + D + E] ×  100/60)
81.1 ± 7.1 80.5 ± 5.8 0.68
A - Learners’ perception of their theoretical skills for CVC placement after the session (0–10) a 8.2 ± 1.2 8.2 ± 1.0 0.88
B - Learners’ perception of their practical skills for CVC placement after the session (0–10) a 7.3 ± 1.3 7.5 ± 1.1 0.42
C - Knowledge MCQs, total score (out of 20) 15.5 ± 1.7 15.3 ± 2.4 0.69
D - Overall satisfaction with training (0–10) 8.9 ± 1,.1 8.7 ± 1.0 0.34
E - Usefulness of the training session on the future change of professional practice (0–10) 8.7 ± 1.8 8.6 ± 1.2 0.70
Learners’ perception of their practical knowledge of CVC placement prior to the session (0–10) b 4.1 ± 3.1 3.5 ± 2.7 0.30
Learners’ perception of their theoretical knowledge of CVC placement prior to the session (0–10) b 4.8 ± 2.7 4.0 ± 2.6 0.16
Learners’ perception of their CVC placement theoretical knowledge (difference between after – before) (%) +  3.5 ± 2.5 +  4.2 ± 2.6 0.16
Learners’ perception of their CVC placement practical knowledge (difference between after – before) (%) +  3.3 ± 3.0 +  4.1 ± 2.7 0.21
  1. Results presented as mean ± standard deviation. CVC: central venous catheter
  2. aComposite outcome score: out of 60 transformed of 100
  3. bLearners’ perceptions of their theoretical and practical knowledge of CVC placement was felt to be overall two-fold higher in each group after training (p < 0.001 for all questions) but without significant differences between groups