Enhancing Vascular Access Training with Ultrasonography

Background Needle‐guided procedure training is important since ultrasound‐guided techniques may reduce risk of needle misplacement and complications. Vascular access training with ultrasound‐training models in preclinical education can enhance student confidence with vascular catheterization procedures and increase comfort with needle guidance in the clinical setting. The goal of our study was to assess medical student perception of ultrasound‐guided vascular access training, using training models and hands‐on venipuncture, and its importance for development of clinical skills for future practice. Methods Second‐year medical students participated in vascular access training by practicing an upper extremity vascular ultrasound exam on each other and on ultrasound phantoms (PICC line, central line, two‐vessel vein access) and by performing supervised venipuncture under ultrasound guidance. After training, students completed an anonymous paper survey about their perception of ultrasound‐guided vascular access laboratories using training models and hands‐on venipuncture and their importance for development of clinical skills. Results Students agreed training improved understanding of PICC line, central line, and venipuncture procedures (all P <.001). Training with ultrasound models improved skills (all P <.001) and boosted confidence for PICC line ( P =.02), central line ( P =.04), and ultrasound‐guided venipuncture ( P <.001) in a clinical setting. The central line procedure was more challenging than venipuncture ( t test P =.03). There was a strong positive correlation for feeling capable of performing the PICC line procedure on the model and in a clinical setting ( r =0.68, P =.001). There was a positive, but less significant, correlation for the central line model and clinical practice ( r =0.41, P =.08). Training improved image interpretation for all 3 procedures (all P ≤.04). All students agreed ultrasound‐training models improved clinical skills and models were useful for learning practical skills associated with vessel cannulation and access (both P <.001). Students felt prepared to use ultrasound for vascular access in clinical rotations, residency training, and professional practice ( P <.001). Conclusion Vascular access training helped medical students build practical skills for PICC line, central line, and venipuncture procedures. It boosted confidence performing difficult procedures and introduced use of ultrasound technology for vascular access. Thus, vascular access training was beneficial to students in acquiring a skillset needed in future medical practice.