Determinants of learning ultrasound-guided axillary brachial plexus blockade.

BACKGROUND AND OBJECTIVES

Training in medical procedural skills is currently undergoing important change. We set out to identify those factors, perceived by trainers and trainees, to be important determinants of learning ultrasound-guided axillary brachial plexus blockade (USgABPB).

METHODS

We performed a structured, prospective, qualitative analysis of these determinants using a design-based approach. We collected data using focus groups, semi-structured interviews and questionnaires.

RESULTS

Based on 113 responses to a detailed questionnaire, the most important determinants of learning USgABPB were access to and frequency of clinical learning opportunities in the presence of an appropriate trainer. Focus groups determined that meaningful learning opportunities required the coexistence of an appropriate patient, trainee, trainer and environment. Trainers and trainees perceived that the consistent provision of such opportunities required a formal structured training programme.

CONCLUSIONS

Optimum training in USgABPB requires a formal structured training programme. We propose that these findings can be used to optimise the design of the curriculum, the training programme and assessment on performing the procedure.