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Training medical students in intrauterine procedures using papayas

access by SC and IJ approaches on the central line trainer and observed each other’s techniques during the session. Internal jugular access was attempted with ultrasound guidance, as well as by anatomic landmarks. In session 4, students were put into pairs in which they alternated as technician and teacher . Each student performed central line placement with sterile technique. The number of attempts required to cannulate the vessel successfully and the time from skin penetration to successful guidewire insertion and needle removal were noted. The teacher was observed, and any steps omitted were recorded. Students performed line placement in random order, which differed in sessions 3 and 4. The paired t-test was used for statistical analysis. Evaluation of results and impact Subclavian catheterisation time decreased by 14 ± 4 seconds (25%; P < 0Æ05) and IJ catheterisation time decreased by 24 ± 7 seconds (35%; P < 0Æ05) by session 4. Students who performed procedures later in the session had shorter times, compared with earlier students. Two carotid punctures occurred during session 3 and none during session 4. The number of teaching step omissions decreased with successive groups. These data indicate that Year 3 students can rapidly develop central line placement skills. The faster times attained by students who took their turn at line placement later in the session compared with those who did so earlier suggests a benefit from repeated observation of the procedure.