Simulation-based learning of invasive procedures skills: A critical appraisal of its organization in undergraduate medical education

Aims: Critically appraise the organization (teachers, resources, pedagogy) of simulation-based learning of invasive procedures skills (venipuncture, establishing peripheral intravenous access, subcutaneous and intramuscular injections, male and female urinary catheterization) according to the literature and create a theoretical framework for different contexts of undergraduate medical education.

Background: In different countries, requirements for graduates of medical schools include performance of invasive procedures skills. Teaching approaches to training students in simulation settings are considered in the literature. However, there is no information about the organization of such training.

Main results: A unified methodology of skills performance teaching/assessment at least at national level is not fixed; there is a tendency of ‘task shifting’ the training from teachers to student peers, who can play the role of simulated patients; video recording is a helpful option for educational processes; students’ opinions are important for evaluating the organization of simulation-based training. A theoretical framework was developed.

Conclusion: The framework offers a generic template to complete and improve simulation-based learning in a specific context. Organizational aspects should be considered in any research on simulation-based education to better understand context and adapt delivery in other educational establishments.