Educational evaluation demonstrates improved speed and skill retention in medical trainees, highlighting the value of repetition-based emergency procedure labs.
This procedure laboratory, which emphasized skill repetition, led to improvement in procedural speed and retention of tube thoracostomy skills over time. This approach to teaching clinical procedures should be considered for emergency medicine residency programs and for continuing medical education courses that emphasize acquisition of clinical procedural skills.
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Homan et al. (1994) studied this question.
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