Improving Confidence in Performing Clinical Procedures Through Peer-Driven Training Sessions for Preclinical Medical Students

Abstract

Introduction: Preclinical medical students self-report low levels of confidence in performing procedural skills, most often when performing procedures during clinical rotations. Early clinical exposure (ECE) during rotations can increase student confidence in their performance, but resource limitations hinder opportunities for preclinical medical students. A student-led procedure training session (SLPTS) can effectively provide clinical procedure exposure to preclinical medical students outside of the formal medical curriculum, which could increase student confidence prior to the start of clinical rotations. Methods: We used Kern's six-step curriculum development approach to create an SLPTS, which included presession videos, procedure background, peer demonstrations, and hands-on practice in suturing technique, abscess incision and drainage, endotracheal intubation, and peripheral vein access. Confidence levels were measured before and after the session using a scale of 1-10 (1 = low confidence, 10 = high confidence). Mean changes in confidence (ΔC) were analyzed with a paired t test. We conducted focus groups and analyzed common themes using an inductive coding process. Results: Among 35 student learners (first year, n = 17; second year, n = 18; survey respondents, n = 31), significant increases in confidence were observed for basic suturing (ΔC = 5.16), abscess incision and drainage (ΔC = 5.39), endotracheal intubation (ΔC = 4.55), and peripheral vein access (ΔC = 5.74; p < .001 for all). Discussion: The SLPTS effectively provided ECE and increased student confidence in performing clinical procedures outside of the formal curriculum. Collaboration between students and faculty could further integrate such training into the official curriculum.