Basic aseptic technique for medical students: Identifying essential entry-level competencies.

Abstract

PURPOSE: Medical students must be competent in basic aseptic technique (BAT) to function effectively in the operating room. However, a comprehensive literature review revealed a deficit of research in standardized BAT training for the operating room in medical school curricula. METHODS: A modified reactive Delphi technique was used to survey an expert panel of 100 surgical educators. A focus group provided initial responses to key questions, and the panel completed 2 surveys. In the first survey, the panel identified elements for a BAT curriculum for the operating room. In the second survey, the panel received feedback from the first survey and was asked to respond in light of those results. RESULTS: An 81% response rate was obtained from the first survey. A 74% response rate was obtained from the second survey. Seven of the 18 essential entry-level competencies (EELCs) identified were ranked as the most important. The top 5 instructional strategies and the top 3 methods for evaluation were also selected. The panel identified the third-year curriculum as the preferred time of training and a nurse preceptor/educator as the preferred instructor. CONCLUSIONS: These results provide a minimum set of educational objectives that can be used to develop a standardized curriculum in BAT for the operating room for medical students.