Central venous catheterization competence development
Abstract:
Objective: To make a proposal for formative evaluation for the development of professional competences on central venous catheterization performed by residents in a university institution.
Materials and methods: Case study with alternative approach supported by grounded theory. Through 17 interviews with teachers, specialists, residents, administrative personnel, context and tensions were identified about educational terms and actors of the process. The information was triangulated and categorized to elaborate the proposal.
Results: The proposal must include a planning of activities by levels and constant evaluation. Simulation, observation, en vivo demonstrations and continuous supervision are prerequisites that guarantee patient safety. Graduate students must be trained in ultrasound. The teacher must be an expert in the procedure and have pedagogical training. The formative evaluation should include initial diagnosis, self-assessment, recertification, and instruments such as checklists, rubrics and web resources for recording activities.
Conclusion: The educational process for teaching, evaluating, and learning the central venous catheterization is complex. Therefore, the proposal must be implemented from the curriculum, seeking professional suitability, patient safety and the joint participation of health and education institutions.
Reference:
Alfonso-Hernández G, Pinilla-Roa AE. Evaluación de competencias sobre el cateterismo venoso central. Propuesta para la formación de médicos residentes [Evaluation of competences on central venous catheterization. A proposal for the training of medical graduate doctors]. Rev Salud Publica (Bogota). 2023 Feb 3;21(5):541-548. Spanish. doi: 10.15446/rsap.V21n5.75764. PMID: 36753206.