Impact of simulator-based chest tube insertion training on surgical residents’ confidence and technical proficiency

Objective : This study aims to assess the efficiency of impact simulation models on surgical resident’s skill and confidence to perform chest tube insertion Design : This study deployed both questionnaires to assess textbook and medical knowledge relating to chest tube insertions, and simulation models to assess technical skills required for adequate insertion. Both parts of the study were done before and after a lecture-based debriefing session was done to evaluate the improvement of the participants with both traditional lecture-based and simulation learning. Setting : This study was done at the simulation center in the University of Kaslik, Lebanon Participants : 74 surgical residents from postgraduate years 1 and 2 were recruited into the study, and were randomly assigned into one of six groups to undergo a simulation session divided into six stages Results : Prior to the debriefing session, the reported confidence level was 2.25±1.25, the technical skills score was 3.5±2.9 out of 16 and the nontechnical skills score was 6.5±2.5 out of 16. After a debriefing session, the reported confidence level increased to 5.24±2.21, the technical skills score increased to 7.8±1.3 and the nontechnical skills score increased to 9.7±1.1. Older postgraduate year, and higher initial confidence were found to significantly improve technical and nontechnical skills scores (OR = 0.91; 95% CI: 0.81–0.99; p = 0.04 and OR = 0.93; 95% CI: 0.79–0.97; p = 0.01, respectively) Conclusions : Exposure to invasive procedures such as chest tube insertions can be given efficiently when incorporating traditional lecture-based learning with simulation models for hands-on experience, especially in the scarcity of patients requiring such a procedure. Furthermore, the importance of building confidence in medical students and residents must be studied further to improve medical education and patient care.