We read with interest the paper by Rakotz et al relating the poor proficiency of medical students on an 11‐element skillset to blood pressure (BP) measurement. BP measurement is also a basis of the ankle‐brachial index (ABI) at rest that is the first‐line test to diagnose peripheral artery disease (PAD), a disease affecting over 200 million individuals worldwide. ABI proposed by Winsor is defined as the ratio of the highest systolic BP measured at the ankle to that measured at the brachial artery. PAD screening is proposed by international guidelines and screening has shown to be cost‐effective. Thereby, one might assume that checking ABI would be at the top of the list of medical student proficiencies. A follow‐up study conducted according to ethics review board (n°16.150) sought to evaluate the retention of ABI procedure among French medical students 6 months after the teaching. Indeed, we previously conducted a randomized control trial (RCT) which confirmed that (1) didactic learning alone is insufficient to ensure medical students performance of the ABI and (2) a didactic learning associated with 3 experiential learning sessions significantly improved the students’ proficiency compared with didactic learning alone. The methods have been extensively described elsewhere. In this follow‐up
Journal of Clinical Hypertension – Wiley
Published: Jan 1, 2018
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