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Experimental model for local anesthetic spread in spinal anesthesia: application to medical education

Medical education is student centered, and consolidated curricula have given way to new, more flexible and adaptive models, in which students' opinion and participation have gained importance.11 Morris MC, Conroy P. Development of a simulation-based submodule in undergraduate medical education. Ir J Med Sci. 2020;189:389-94.,22 McNeer RR, Bennett CL, Dudaryk R. Intraoperative noise increases perceived task load and fatigue in anesthesiology residents: A simulation-based study. Anesth Analg. 2016;122:2068-81. The aim of the present study was to develop a low-cost experimental model (R$ 300.00) to demonstrate the spread of local anesthetics in spinal anesthesia, and to assess its impact on classroom teaching.33 Lu DW, Dresden SM, Mark Courtney D, Salzman DH. An Investigation of the Relationship Between Emergency Medicine Trainee Burnout and Clinical Performance in a High-fidelity Simulation Environment. AEM Educ Train. 2017;1:55-9.

This study was carried out at the Unicamp School of Medicine (Faculdade de Ciências Médicas/Unicamp) with approval of the Research Ethics Committee - CEP n° 3,556.842 Unicamp. The 110 3rd-year undergraduate students were invited, and 64 accepted to participate. They were separated into two groups, one control and the other intervention, with 32 students each, to evaluate the effectiveness of using the experimental teaching model. The groups were allocated based on simple randomization with sealed envelopes opened at the time of the lecture. After obtaining informed consent, the one-day study was performed by assessing one group after the other, so that the groups would not meet. The intervention was carried out in May 2019.

Both groups answered a quality-of-life questionnaire, then attended a lecture on spinal anesthesia. At the end, the control group answered a test on the topic (Table 1). In turn, the intervention group attended a demonstration on the spread of hyperbaric and isobaric bupivacaine using the experimental model, followed by an additional 15-minute period to use the model. Subsequently, they completed the test on spinal anesthesia.

Table 1
Spinal anesthesia test.

The experimental model in the intervention group intended to demonstrate the anesthetic technique and the spinal spread of local anesthetics. Bupivacaine was used in two formulations: 0.5% hyperbaric and 0.5% isobaric. Dye (methylene blue) was added to bupivacaine in the proportion of 10 mL of local anesthetic to 0.5 mL of dye. Both formulations of bupivacaine differ in baricity and behavior after injection into the subarachnoid space: hyperbaric bupivacaine tends to sink and isobaric bupivacaine tends to remain static, without cranial or caudal spread in the cerebrospinal fluid. This effect results in clinical differences between the two formulations of bupivacaine.

The experimental model was placed in a wooden container with a lid, and measured 1.0 × 0.5 × 0.2 m. There was a drawing of the human spine on the back of the container, from the first cervical vertebra (C1) to the fourth sacral vertebra (S4). A hollow transparent glass cylinder with curves resembling the spine shape was developed to simulate the spinal canal. The glass structure was filled with a 0.9% saline solution and a hole was placed to inject the studied solution in the space between the third and fourth lumbar vertebra (L3-L4) (Fig. 1).

Figure 1
Experimental model.

We used the Chi-Square test to compare categorical variables between groups, or when necessary, Fisher's exact test. As the numerical variables did not show normal distribution, we used the Mann-Whitney test to compare the two groups.

Spearman's correlation coefficient was used to verify the relationship between continuous and discrete variables. The coefficient ranges from -1 to 1. Values close to extremes indicate a negative or positive correlation, respectively, and values close to zero indicate no correlation. The significance level adopted for the statistical tests was 5%.

The groups were similar in relation to the domains and components of quality of life assessed by the SF-36 (Short Form 36), except for the functional capacity domain, in which the control group had better mean results of 95.3 (or median = 100) vs. the intervention group mean results of 91.4 (median = 95.0), p = 0.0491, Mann-Whitney test. In this domain, the control group showed better performance to execute physical activities. No correlation was observed between the number of correct answers in the spinal anesthesia test and the domains and components of quality of life found in the groups.

The groups presented similar performance results on the spinal anesthesia test based on the number of correct answers in each question, excluding question number 9. The percentage of correct answers for that question in the intervention group was 78.1%, significantly higher than the 37.5% found in the control group (p = 0.0010, Chi-Square test). No statistically significant difference between the groups was observed for the remaining questions (p = 0.444, Mann-Whitney test). The percentage distribution of correct answers for question 9 in the spinal anesthesia test showed a significant difference (p = 0.0010, Chi-Square test).

The total number of correct answers in the intervention group (median = 9.43) was higher than in the control group (median = 8.96), albeit the difference observed was not statistically significant.

A sample size calculation was performed for the study. Considering the final test score as the main variable of the study and a power of 80%, we estimated that each group would require 46 students. Given participation of students was non-mandatory, there were 32 students in each group, thus the estimated sample size was not reached, which is a limiting factor for more generalized conclusions.

The third-year students who participated in the study have access to new technologies that are intensely present in their routine. Of the total number of students, we reached 58% of voluntary participation.

Individually, the performance of both groups was similar for all test questions, except for the duration of spinal anesthesia that is associated with the dose of local anesthetic injected. Our findings suggest that using an experimental model enables visual observation of drug spreading and helps understand that drug distribution can impact spinal anesthesia, which may demonstrate the validity of the proposed model.

When correlating the quality-of-life questionnaire results with those of the spinal anesthesia questionnaire, no direct association was found between the performance in the two tests in both groups. Thus, as expected, the two samples were shown to be similar and that they would not interfere in the study. In the present study, no conflicting differences were observed between the groups.

Both groups showed a similar performance regarding the spinal anesthesia test. Only test question number 9 revealed a significant difference between the groups (p = 0.0010) with a higher rate of correct answers by the intervention group. Question 9 focused on the relationship between duration of spinal anesthesia and dose of local anesthetic (Question Answer D). Using the model that enabled visualization of drug dispersion allowed showing that drug spreading can affect spinal blockade duration.

The intervention group had a higher total number of correct answers than the control group in the spinal anesthesia test, albeit not statistically significant. Small variations in results were not sufficient to support robust conclusions. Nonetheless, our findings suggest that using the model promoted a positive impact on the understanding of the spinal anesthesia technique and on the different properties of the anesthetics used, and that assessment of a larger sample44 Chick RC, Clifton GT, Peace KM, Propper BW, Hale DF, Alseidi AA, et al. Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic. J Surg Educ. 2020;77:729-32. could have made the difference relevant.

One of the difficulties we faced during the study was the onset of the COVID-19 pandemic. After the intervention and statistical analysis, we concluded that a larger number of students would be required.

References

  • 1
    Morris MC, Conroy P. Development of a simulation-based submodule in undergraduate medical education. Ir J Med Sci. 2020;189:389-94.
  • 2
    McNeer RR, Bennett CL, Dudaryk R. Intraoperative noise increases perceived task load and fatigue in anesthesiology residents: A simulation-based study. Anesth Analg. 2016;122:2068-81.
  • 3
    Lu DW, Dresden SM, Mark Courtney D, Salzman DH. An Investigation of the Relationship Between Emergency Medicine Trainee Burnout and Clinical Performance in a High-fidelity Simulation Environment. AEM Educ Train. 2017;1:55-9.
  • 4
    Chick RC, Clifton GT, Peace KM, Propper BW, Hale DF, Alseidi AA, et al. Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic. J Surg Educ. 2020;77:729-32.

Publication Dates

  • Publication in this collection
    13 Apr 2022
  • Date of issue
    May-Jun 2022

History

  • Received
    13 Nov 2020
  • Accepted
    09 Oct 2021
Sociedade Brasileira de Anestesiologia (SBA) Rua Professor Alfredo Gomes, 36, Botafogo , cep: 22251-080 - Rio de Janeiro - RJ / Brasil , tel: +55 (21) 97977-0024 - Rio de Janeiro - RJ - Brazil
E-mail: editor.bjan@sbahq.org