• Joshua Lenchus, S Barry Issenberg, Daniel Murphy, Ruth Everett-Thomas, Laura Erben, Kristopher Arheart, and David J Birnbach.
• University of Miami – Jackson Hospital Center for Patient Safety, 1611 NW 12 Avenue, Institute building, 4th floor, Miami, FL 33136, USA. jlenchus@med.miami.edu
• Med Teach. 2011 Jan 1; 33 (2): 116-23.

ObjectiveThis study assessed the impact of a blended, standardized curriculum for invasive bedside procedural training on medical knowledge and technical skills for Internal Medicine residents.MethodsThe investigators developed a curriculum in procedural instruction and performance for Internal Medicine house staff, and implemented the program at a tertiary care academic medical center with a primary affiliation with a US medical school. The investigators chose procedures recommended for technical competence by the American Board of Internal Medicine: lumbar puncture, thoracentesis, paracentesis, central venous catheter insertion, and knee arthrocentesis. The program included: (1) assessment of baseline medical knowledge and technical proficiency on mannequins, (2) video instruction of procedure, (3) faculty-led discussion of critical concepts, (4) faculty demonstration of the procedure on mannequin, (5) individual practice on simulators, (6) post-intervention knowledge evaluation, and (7) post-intervention skills evaluation. The performance achieved during the initial skills evaluation on a mannequin was compared to the performance achieved on the first patient subsequent to the instructional portion.ResultsAll participants with complete data demonstrated a statistically significant pre-intervention to post-intervention improvement (p < 0.05) in comprehensive medical knowledge and procedural skills.ConclusionA blended, standardized curriculum in invasive bedside procedural instruction can significantly improve performance in participants' medical knowledge and technical skills.

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