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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