ARRS 2022 Abstracts


E1224. Single Center Analysis of a Medical Student-Focused Interventional Radiology Procedural Course
  1. Zak Boggs; Ohio State University
  2. Luis Regalado; Ohio State University
  3. Mina Makary; Ohio State University
There is a gap in current medical student education pertaining to procedural skills, exposure, and acquisition. The aim of this study is to evaluate the institutional experience of a novel medical student procedural course and its impact on procedural confidence.

Materials and Methods:
This is a single-center prospective study performed at a public medical school and its associated tertiary care medical center between June 2020 and January 2021. This study was deemed exempt by our institutional review board and was performed with participant consent. The course consisted of four didactic lectures, four simulation sessions, and a minimum of 16 clinical rotation hours with the interventional radiology department’s vascular access team. Primary outcomes were assessed by comparing participant pre- and post-course surveys including 25 5-point Likert scaled questions.

Twenty-five students completed the course in its entirety. The curriculum and corresponding survey analysis were stratified into sections by procedure modality. An increase in participant confidence to a moderate or greater level was observed when comparing pre- and post-course survey data for each procedure: vascular access (4% vs 52%, p < 0.01), thoracentesis (8% vs 48%, p < 0.01), paracentesis (8% vs 72%, p < 0.01), lumbar puncture (4% vs 44%, p < 0.01), and bone marrow biopsy (0% vs 48%, p < 0.01).

The creation of a medical student-centric procedural course is feasible and fills a potential gap in undergraduate medical education. This study demonstrated that a comprehensive multimodal course designed to include didactic, simulation, and clinical experiences increases participant exposure to, participation with, and confidence in bedside procedural performance abilities.