Procedurepalooza: A Reproducible Workshop to Teach Core Procedures to Preclinical Learners
Correspondence should be addressed to Matthew Ryan, MD, PhD at mfryan@ufl.edu
DOI: https://doi.org/10.5070/M5.53107
ABSTRACT:
Audience: This innovation is designed for first- and second-year medical students seeking early exposure to core procedural skills relevant to emergency medicine.
Introduction: Early procedural training opportunities are limited in preclinical medical education, leaving students underprepared and lacking confidence in essential clinical skills.1 Simulation-based procedural instruction has proven effective for residents and senior students, but preclinical learners often lack similar access.2 Procedurepalooza was developed to address this gap by providing a scalable, low-cost, hands-on workshop introducing foundational procedural techniques in a supportive, high-engagement environment. Prior studies demonstrate that early procedural exposure improves confidence and skill acquisition; however, structured opportunities for preclinical learners remain limited.3
Educational Objectives: By the end of the Procedurepalooza instructional session, learners will be able to: 1) recognize appropriate clinical indications for six foundational procedural skills commonly performed in emergency and acute care medicine, including intravenous (IV) placement, suturing, splinting, point-of-care ultrasound, airway management, and electrocardiogram (ECG) interpretation, 2) demonstrate proper technique in each procedure under guided supervision, emphasizing safety and ergonomics, and 3) perform core procedural steps through repeated hands-on practice in a structured small-group environment.
Educational Methods: Procedurepalooza is a half-day, multi-station workshop teaching six essential procedural skills: intravenous (IV) placement, suturing, splinting, point-of-care ultrasound, airway management, and electrocardiogram (ECG) interpretation. Learners rotate through small-group stations (6–10 students) in 20-minute intervals, guided by faculty or senior residents. The workshop is designed for adaptability across institutions, requiring only basic equipment and reusable materials. The session was conducted as a live, hands-on workshop within the preclinical curriculum using a standardized small-group rotation model.2
Research Methods: A pre- and post-event survey assessed self-reported procedural confidence across the six skills using a 5-point Likert scale. Participation was voluntary and anonymous. Quantitative analysis compared mean confidence ratings pre- and post-event.
Results: Procedurepalooza has been conducted annually since 2012, consistently attracting strong student participation and faculty engagement. In one representative implementation, 148 students participated, and 102 completed both pre- and post-event surveys (70% response rate). Statistically significant improvements were observed across all procedural domains (P < 0.001). The largest gains occurred in intravenous (IV) placement (+1.80) and suturing (+1.68). Qualitative feedback emphasized the event’s accessibility, supportive teaching environment, and value in preparing students for clinical rotations.
Discussion: Procedurepalooza significantly improved learner confidence in procedural skills through an engaging, reproducible, and low-cost format. While this event demonstrated improved procedural confidence, prior work shows that structured skills training enhances long-term procedural performance and that simulation-based education is associated with improved patient-related outcomes. Although we did not assess downstream proficiency, the combination of increased confidence and learner engagement suggests that early procedural exposure may support future clinical skill development.4, 5 Its design promotes scalability and sustainability, making it suitable for institutions seeking to enhance preclinical procedural training with limited resources. Because Procedurepalooza also introduces preclinical students to emergency medicine earlier in their training—an experience typically deferred until later clinical years—this may anecdotally increase student interest in pursuing the specialty.
Topics: Procedural skills, simulation, airway management, ultrasound, suturing, medical education innovation, emergency medicine.
