Mental Practice to Maintain Procedural Competency of Faculty with Decreased Opportunities

Background: Physicians practicing in pediatric critical care medicine (PCCM) should maintain procedural skills competency. Faculty practicing in academic centers face challenges that may affect their procedural skills maintenance. The overall clinical opportunities are decreasing in PCCM. Faculty also have the dual role of supervising and supporting the achievement of trainee competence. Mental practice (MP) does not need direct procedural involvement and could be a helpful strategy for faculty. Objectives: This study's objective was to explore how faculty in an academic center use MP to maintain their procedural competency when faced with decreased clinical opportunities. Methods: The study was conducted in a tertiary academic center in 2023. We used a qualitative methodology using semistructured interviews as our data source. Participants were faculty practicing in PCCM. Interviews were transcribed verbatim and then analyzed and coded inductively and deductively using Guillot and Collet's Motor Imagery Integrative Model. A faculty member and a trainee performed the analysis. Differences were resolved through discussion. Triangulation was done through member checking. Results: Thirteen interviews were conducted with academic PCCM faculty. Thematic and data saturation was achieved. All faculty used MP to rehearse strategies to anticipate and troubleshoot problems. Fewer faculty members used MP to rehearse the procedural steps. MP consequently increased self-confidence and reduced anxiety. Conclusions: MP is used by faculty in performing and maintaining procedural competency. The low-resource nature of MP could make it a useful adjunct in the maintenance of procedural competency.