597 - First person point-of-view instructional video in lumbar puncture procedure

Poster Number: 597
Publication Number: 597.118

Danielle Hatt, UC San Diego/Rady Children's Hospital, San Diego, CA, United States; Elise Zimmerman, Rady Children's Hospital San Diego, San Diego, CA, United States; Elizabeth Chang, Rady Children's Hospital San Diego, San Diego, CA, United States; Jackson Vane, UC San Diego/ Rady Children’s Hospital, San Diego, CA, United States; Ashish Shah, University of California, San Diego School of Medicine, San Diego, CA, United States

Background: Video-based instruction improves knowledge retention and clinical skill. Tutorial videos filmed from a first-person point of view (FP-POV) have been well received by educators and trainees. The educational effectiveness of a FP-POV in lumbar puncture (LP) procedure training has yet to be evaluated. We compared a FP-POV LP video with a standard in-person demonstration of the LP.

Objective: The objective was to compare a FP-POV LP video with a standard in-person demonstration of the LP using a modified published assessment tool.

Design/Methods: We designed an assigned cohort study to compare a FP-POV procedural instructional video of a simulated pediatric LP to the standard in-person procedure demonstration. After the intervention, residents completed an LP observed by one of two blinded reviewers who assessed completion of the procedure using a modified published assessment tool. This assessment tool included an 18-item checklist. In addition, participants completed pre-intervention surveys to rate self-confidence with the LP procedure and post-intervention Likert scale surveys about the usefulness of the FP-POV educational method compared to alternative educational methods. Data were analyzed using a Wilcoxon Rank Sum Test. Z-scores were calculated on the raw assessment scores. Descriptive statistics were generated for the assessment scores and survey results.

Results: Eighteen residents participated, nine in each group. One resident from the FP-POV group did not complete the post-intervention survey. The median number of LP’s performed in a clinical setting by study participants was 1 (min: 0, max: 4, IQR: 1).The median modified assessment tool score was 17 in the FP-POV group (min: 14, max: 17, IQR: 1.5) and 14 in the standard demonstration group (min: 6, max: 17, IQR: 4.5). There was a statistical difference between the assessment scores between the two groups (z-score = 2.18, p-value = 0.04). Post-intervention Likert-scale survey data demonstrated relative satisfaction with the FP-POV educational method when compared to alternative teaching modalities (see Table 1).Conclusion(s): This study supports the educational effectiveness of a FP-POV procedure tutorial. Future steps include a study with a larger study sample to make more definitive conclusions. Additionally, future work involves creating additional FP-POV education tools for resident physicians in common pediatric procedures.
CV_DHCV_Danielle Hatt.pdf