A Simulation-Based Approach to Procedural Education in Resource-Limited Settings: Designing an Abdominal Trainer for Paracentesis and Lumbar Puncture

TL;DR

A low-cost abdominal trainer is designed to improve medical training for paracentesis and lumbar puncture in resource-limited areas.

Contribution

A customizable, reusable, and affordable simulator for abdominal procedures in low-resource settings is developed.

Findings

The simulator aims to improve procedural confidence and accuracy in clinicians from low- and middle-income countries.

The design addresses financial and logistical barriers to high-quality procedural training.

The trainer supports practice of paracentesis and lumbar puncture in remote and under-resourced areas.

Abstract

In recent years, advancements in medical simulation training and technology have significantly enhanced medical education and practice in high-income countries (HICs), enabling clinicians to approach performing complex and invasive procedures with greater confidence and skill. Improved procedural training through simulation may contribute to reduced mortality rates and improved clinical outcomes in HICs.

Two common truncal procedures include paracentesis for the management of abdominal ascites and lumbar puncture (LP) for the diagnosis of infectious etiologies. Paracentesis and LP remain common procedures across multiple specialties; however, high-quality training opportunities often entail significant costs. Challenges such as financial constraints and supply chain disruption may limit access to simulators for clinicians practicing in low- and middle-income countries (LMICs).

To address this gap in training opportunities, we designed a customizable, cost-effective, and reusable simulator that enables the practice of abdominal procedures, such as paracentesis and LP, for clinicians working in remote areas and LMICs. This trainer may allow providers in LMICs and under-resourced areas to improve procedural training and ultimately provide better care to their patients. The design and implementation of our simulator may improve access to procedural education opportunities and, ultimately, contribute to improved procedural confidence, speed, accuracy, and comfort among clinicians working in these areas.

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