P.132 Investigation of Simulation-Based Lumbar Puncture Teaching Paradigms for Novice Learners

Background: Simulation-based educations’ prevalence within clinical neuroscience is on the rise, however investigation into what environment most conducive to optimizing learning performance limited. We aimed determine whether training a simple-to-complex (progressive) sequence would result in superior compared complex-to-simple (mixed) or complex-only sequences. Methods: A three-arm, prospective, randomised experiment was conducted effects novice learner LP and cognitive load during very complex simulated reality assessment test 9-11 days later. Results: During learning, sterility breaches decreased linearly over time (p<.01) with no group differences, accuracy higher progressive trended mixed (p<.09). Across phase increased across (p<.01). At assessment, there were differences number of (p=.66), needle passes (p=.68) (p=.25). Conclusions: Contrary our hypothesis, equivocal found groups. Our results suggest that successive progression complexity simulation does not increase outcomes. Further, “one-size fits all” approach neurosciences education may be warranted given less resources necessary.