Pub Date : 1900-01-01DOI: 10.1102/2051-7726.2022.0005
L. Depypere, Laurence Corcoles, Femke Van der Biest, Gert Van den Bergh, H. Van Veer
{"title":"Laparoscopic needle catheter jejunostomy placement: development and description of a laparoscopic jejunostomy placement procedure and simulator","authors":"L. Depypere, Laurence Corcoles, Femke Van der Biest, Gert Van den Bergh, H. Van Veer","doi":"10.1102/2051-7726.2022.0005","DOIUrl":"https://doi.org/10.1102/2051-7726.2022.0005","url":null,"abstract":"","PeriodicalId":202461,"journal":{"name":"Journal of Surgical Simulation","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115378193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1102/2051-7726.2022.0008
B. Krishnamoorthy, W. Critchley, Jeni Palima, Rajen Dinesh Shah, S. Kendall, N. Moorjani, Carol Tan, S. Rathinam
{"title":"Educating cardiothoracic health care practitioners during the COVID-19 pandemic: results from an online survey on a series of webinars","authors":"B. Krishnamoorthy, W. Critchley, Jeni Palima, Rajen Dinesh Shah, S. Kendall, N. Moorjani, Carol Tan, S. Rathinam","doi":"10.1102/2051-7726.2022.0008","DOIUrl":"https://doi.org/10.1102/2051-7726.2022.0008","url":null,"abstract":"","PeriodicalId":202461,"journal":{"name":"Journal of Surgical Simulation","volume":"230 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116211349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1102/2051-7726.2021.a010
{"title":"East of England Remote Teaching Programme","authors":"","doi":"10.1102/2051-7726.2021.a010","DOIUrl":"https://doi.org/10.1102/2051-7726.2021.a010","url":null,"abstract":"","PeriodicalId":202461,"journal":{"name":"Journal of Surgical Simulation","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125094456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1102/2051-7726.2021.0004
Mathew Lyons, O. Brown, B. Ip
Background and Aim: Laparoscopic box trainers are valuable in the teaching of basic laparoscopic skills. This study aims to define the impact of formal tuition, supervised practice and feedback on the acquisition of basic laparoscopic skills on a box trainer by novice. Methods: All medical undergraduate attendees of a conference were invited to participate. Participants with previous experience on laparoscopic simulators were excluded. Twenty-eight were randomized to the control group (self-directed learning/practice), 23 to the intervention group (formal tuition/supervised practice/feedback). Baseline and post-intervention performance were assessed using the Global Operative Assessment of Laparoscopic Skills (GOALS) score by blinded assessors. Results: Both groups showed an overall increase in GOALS score after exposure to the box trainer: control group, 7.79 (SD, 2.23) pre-intervention versus 8.25 (SD 3.04) postintervention; intervention group: 8.43 (SD 2.13) pre-intervention versus 9.35 (SD 2.42) post-intervention (P=0.52). The intervention group showed a greater overall increase in GOALS score compared with the control group, but this was not statistically significant (control mean improvement, + 0.46 [SD 4.08] versus intervention mean improvement + 0.91 [SD 3.84]; P=0.66). A lower performance in depth perception was reported for the control group (mean, 0.07). Conclusions: Box trainers are effective in assisting novices to acquire basic laparoscopic skills. Expert tuition, supervised practice and feedback appear to have an additional positive effect.
{"title":"Impact of formal tuition, supervised practice and feedback on the acquisition of basic laparoscopic skills by novices using a box trainer","authors":"Mathew Lyons, O. Brown, B. Ip","doi":"10.1102/2051-7726.2021.0004","DOIUrl":"https://doi.org/10.1102/2051-7726.2021.0004","url":null,"abstract":"Background and Aim: Laparoscopic box trainers are valuable in the teaching of basic laparoscopic skills. This study aims to define the impact of formal tuition, supervised practice and feedback on the acquisition of basic laparoscopic skills on a box trainer by novice. Methods: All medical undergraduate attendees of a conference were invited to participate. Participants with previous experience on laparoscopic simulators were excluded. Twenty-eight were randomized to the control group (self-directed learning/practice), 23 to the intervention group (formal tuition/supervised practice/feedback). Baseline and post-intervention performance were assessed using the Global Operative Assessment of Laparoscopic Skills (GOALS) score by blinded assessors. Results: Both groups showed an overall increase in GOALS score after exposure to the box trainer: control group, 7.79 (SD, 2.23) pre-intervention versus 8.25 (SD 3.04) postintervention; intervention group: 8.43 (SD 2.13) pre-intervention versus 9.35 (SD 2.42) post-intervention (P=0.52). The intervention group showed a greater overall increase in GOALS score compared with the control group, but this was not statistically significant (control mean improvement, + 0.46 [SD 4.08] versus intervention mean improvement + 0.91 [SD 3.84]; P=0.66). A lower performance in depth perception was reported for the control group (mean, 0.07). Conclusions: Box trainers are effective in assisting novices to acquire basic laparoscopic skills. Expert tuition, supervised practice and feedback appear to have an additional positive effect.","PeriodicalId":202461,"journal":{"name":"Journal of Surgical Simulation","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129566346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1102/2051-7726.2021.a018
{"title":"Satisfaction with video-conferencing as a tool for postgraduate surgical teaching in the time of social distancing","authors":"","doi":"10.1102/2051-7726.2021.a018","DOIUrl":"https://doi.org/10.1102/2051-7726.2021.a018","url":null,"abstract":"","PeriodicalId":202461,"journal":{"name":"Journal of Surgical Simulation","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133244618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1102/2051-7726.2019.0001
A. Musbahi, J. Henton
Introduction: Surgical training has undergone many changes in the last few decades from the apprenticeship model of the past and a focus currently on shift patterns and working time directives. These have placed greater stresses on the current surgical trainees to obtain training opportunities, thus increasing the role for simulation activities and models. There is a need for reproducible, low cost and realistic training models for all surgical subspecialties. These allow the training exercise to be undertaken at any time, with supervision, and in a safe environment without compromise to patient care. As a training model for tendon repair, we created a simulated tendon that we believe is an excellent alternative to cadaveric, porcine or other materials such as liquorice. Methods: Experienced trainees and consultants with exposure and experience in performing human tendon repair were asked to perform a simulated repair on each of three models: silicone bathroom sealant, porcine tendon and liquorice. Each model tendon was secured to a wooden board and cut at its midpoint. The models were 5 mm in diameter and between 5 and 10 cm long. Participants performed a modified Kessler repair using standard surgical instruments and a 3-0 monofilament suture, and rated each model using a five-point Likert scale to assess suture gliding, likeness to human tendon, tendon handling and usefulness for training. Results: The porcine tendon was considered the most realistic (90.5%); however, the silicone model was a close second (86.5%). Silicone compared well for handling (4.4/5) and was considered superior to liquorice on all points. Conclusion: Silicone sealant as a model tendon is cheap, reproducible and a satisfactory alternative to other models of tendon simulation repair, and can be used to provide training opportunities.
{"title":"Tendon repair simulation: a comparison of training models","authors":"A. Musbahi, J. Henton","doi":"10.1102/2051-7726.2019.0001","DOIUrl":"https://doi.org/10.1102/2051-7726.2019.0001","url":null,"abstract":"Introduction: Surgical training has undergone many changes in the last few decades from the apprenticeship model of the past and a focus currently on shift patterns and working time directives. These have placed greater stresses on the current surgical trainees to obtain training opportunities, thus increasing the role for simulation activities and models. There is a need for reproducible, low cost and realistic training models for all surgical subspecialties. These allow the training exercise to be undertaken at any time, with supervision, and in a safe environment without compromise to patient care. As a training model for tendon repair, we created a simulated tendon that we believe is an excellent alternative to cadaveric, porcine or other materials such as liquorice. Methods: Experienced trainees and consultants with exposure and experience in performing human tendon repair were asked to perform a simulated repair on each of three models: silicone bathroom sealant, porcine tendon and liquorice. Each model tendon was secured to a wooden board and cut at its midpoint. The models were 5 mm in diameter and between 5 and 10 cm long. Participants performed a modified Kessler repair using standard surgical instruments and a 3-0 monofilament suture, and rated each model using a five-point Likert scale to assess suture gliding, likeness to human tendon, tendon handling and usefulness for training. Results: The porcine tendon was considered the most realistic (90.5%); however, the silicone model was a close second (86.5%). Silicone compared well for handling (4.4/5) and was considered superior to liquorice on all points. Conclusion: Silicone sealant as a model tendon is cheap, reproducible and a satisfactory alternative to other models of tendon simulation repair, and can be used to provide training opportunities.","PeriodicalId":202461,"journal":{"name":"Journal of Surgical Simulation","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129404671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1102/2051-7726.2019.0006
Y. Sardiwalla, Nadim Joukhadar, David T. Tang
Introduction: Surgical teaching in the operating room represents a unique and distinct aspect of medical education. Traditionally, an apprenticeship model of learning and feedback has been used. Recent changes in residency education have demanded a reevaluation of this model, resulting in the pursuit of improving educational feedback in the operating room through structured feedback. The Ottawa Surgical Competency Operating Room Evaluation (O-SCORE) evaluates surgical skills and was recently introduced to the Plastic Surgery Training Program in addition to the traditional InTraining Evaluation Report (ITER). Methods: Plastic surgery residents (postgraduate years 2–5, N = 9) who were exposed to the transition between using ITER and O-SCORE evaluations were recruited. A grounded theory approach was used to analyze a semi-structured focus group with the residents. In addition, a 5-minute survey contrasting ITER and O-SCORE methods was distributed. Results: Residents suggested the O-SCORE has led to more opportune feedback, more comprehensive discussion of surgical procedures, and improved progress tracking compared with traditional methods. Although there is a role for reactionary feedback, residents unanimously agreed that the OSCORE heralded an improvement in their learning. Conclusion: The introduction of the O-SCORE to the Plastic Surgery Program has complemented traditional feedback. Even though the O-SCORE adds to the evaluation burden, it may have an important role in the assessment structure of surgical residency training programs.
{"title":"A literature review of educational feedback in the operating room: plastic surgery residents’ perception of feedback from the O-SCORE","authors":"Y. Sardiwalla, Nadim Joukhadar, David T. Tang","doi":"10.1102/2051-7726.2019.0006","DOIUrl":"https://doi.org/10.1102/2051-7726.2019.0006","url":null,"abstract":"Introduction: Surgical teaching in the operating room represents a unique and distinct aspect of medical education. Traditionally, an apprenticeship model of learning and feedback has been used. Recent changes in residency education have demanded a reevaluation of this model, resulting in the pursuit of improving educational feedback in the operating room through structured feedback. The Ottawa Surgical Competency Operating Room Evaluation (O-SCORE) evaluates surgical skills and was recently introduced to the Plastic Surgery Training Program in addition to the traditional InTraining Evaluation Report (ITER). Methods: Plastic surgery residents (postgraduate years 2–5, N = 9) who were exposed to the transition between using ITER and O-SCORE evaluations were recruited. A grounded theory approach was used to analyze a semi-structured focus group with the residents. In addition, a 5-minute survey contrasting ITER and O-SCORE methods was distributed. Results: Residents suggested the O-SCORE has led to more opportune feedback, more comprehensive discussion of surgical procedures, and improved progress tracking compared with traditional methods. Although there is a role for reactionary feedback, residents unanimously agreed that the OSCORE heralded an improvement in their learning. Conclusion: The introduction of the O-SCORE to the Plastic Surgery Program has complemented traditional feedback. Even though the O-SCORE adds to the evaluation burden, it may have an important role in the assessment structure of surgical residency training programs.","PeriodicalId":202461,"journal":{"name":"Journal of Surgical Simulation","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127914007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1102/2051-7726.2021.a023
{"title":"Chest imaging and RT-PCR testing for acute abdominal pain during the COVID-19 pandemic","authors":"","doi":"10.1102/2051-7726.2021.a023","DOIUrl":"https://doi.org/10.1102/2051-7726.2021.a023","url":null,"abstract":"","PeriodicalId":202461,"journal":{"name":"Journal of Surgical Simulation","volume":"268 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116492342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1102/2051-7726.2022.0002
Billy Chan, Manson Fok, Ross Horley, N. Patil, Eric Luis
Between 2011 and 2020, in the Macao Special Administrative Region, China, critical health care reforms took place with simulation training in medical education. The introduction of simulation training for postgraduates at the Faculty of Health Sciences at the Macau University of Science and Technology (MUST) was a key driver of this health care services reform, supported with two public health care lecture forums: the Sino Luso International Medical Forum launched in 2011 and the Sino Asia Pacific Medical Forum, established in 2015. Advocacy and education from these forums also helped pave the way for approval from the Macao SAR Government Gazette of the first Bachelor of Medicine, Bachelor of Science (MBBS) programme on 14 January 2019. The programme was launched on 2 September 2019 at the newly opened Faculty of Medicine (formerly Faculty of Health Sciences) at the MUST. The strategy was based on a threepronged approach, starting with the implementation of simulation-based postgraduate training programmes, creating internationally supported medical lecture forums, and ending with the establishment of the medical school. The strategy has led to a solid foundation to successfully adopt leading-edge technology for medical and clinical training and education, meeting the needs of future health care and health care providers.
{"title":"Creating Macao Medical Simulation Centre to improve safety, quality and education in health care (Center of Excellence for Medical Professional Development)","authors":"Billy Chan, Manson Fok, Ross Horley, N. Patil, Eric Luis","doi":"10.1102/2051-7726.2022.0002","DOIUrl":"https://doi.org/10.1102/2051-7726.2022.0002","url":null,"abstract":"Between 2011 and 2020, in the Macao Special Administrative Region, China, critical health care reforms took place with simulation training in medical education. The introduction of simulation training for postgraduates at the Faculty of Health Sciences at the Macau University of Science and Technology (MUST) was a key driver of this health care services reform, supported with two public health care lecture forums: the Sino Luso International Medical Forum launched in 2011 and the Sino Asia Pacific Medical Forum, established in 2015. Advocacy and education from these forums also helped pave the way for approval from the Macao SAR Government Gazette of the first Bachelor of Medicine, Bachelor of Science (MBBS) programme on 14 January 2019. The programme was launched on 2 September 2019 at the newly opened Faculty of Medicine (formerly Faculty of Health Sciences) at the MUST. The strategy was based on a threepronged approach, starting with the implementation of simulation-based postgraduate training programmes, creating internationally supported medical lecture forums, and ending with the establishment of the medical school. The strategy has led to a solid foundation to successfully adopt leading-edge technology for medical and clinical training and education, meeting the needs of future health care and health care providers.","PeriodicalId":202461,"journal":{"name":"Journal of Surgical Simulation","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132782095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1102/2051-7726.2021.0001
A. Feeley, I. Feeley, K. Merghani, E. Sheehan
Background: Simulated surgical learning is an evolving training modality for surgical trainees. Its use in transferring simulation-based skills to the operating room is an integral aspect of its use as a pedagogical tool for surgical trainees in an era of reduced working hours and fewer intra-operative opportunities. These systems may allow trainees to upskill in simulated scenarios leading to improved skillsets and patient safety. The aim of this review was to evaluate if acquisition of surgical skills developed in simulated procedures results in improved intra-operative performance and whether this can be integrated into current surgical curricula. Methods: A systematic search was conducted using PubMed, OVID Medline and CINAHL. Articles included were based on specific inclusion and exclusion criteria. Critical appraisal tools were used to assess each article’s authenticity, applicability and quality of results. Results: Twenty-six studies were reviewed in full and included in this review according to PRISMA guidelines. Thematic analysis yielded four main themes: predictive validity, surgical curriculum, timing of training, clinical outcomes. All studies demonstrated validity. Conclusion: A heterogeneous group of studies demonstrated mixed findings in the predictive validity of virtual reality learning. However, adaptation into surgical curricula in conjunction with other forms of surgical education yielded positive results, with predictive validity demonstrated in surgical trainees. Further research is required to elicit optimal training stages and use of simulation in development of non-technical skills.
{"title":"Use of virtual reality simulation in surgical training: a systematic review on predictive validity and current use in surgical curricula","authors":"A. Feeley, I. Feeley, K. Merghani, E. Sheehan","doi":"10.1102/2051-7726.2021.0001","DOIUrl":"https://doi.org/10.1102/2051-7726.2021.0001","url":null,"abstract":"Background: Simulated surgical learning is an evolving training modality for surgical trainees. Its use in transferring simulation-based skills to the operating room is an integral aspect of its use as a pedagogical tool for surgical trainees in an era of reduced working hours and fewer intra-operative opportunities. These systems may allow trainees to upskill in simulated scenarios leading to improved skillsets and patient safety. The aim of this review was to evaluate if acquisition of surgical skills developed in simulated procedures results in improved intra-operative performance and whether this can be integrated into current surgical curricula. Methods: A systematic search was conducted using PubMed, OVID Medline and CINAHL. Articles included were based on specific inclusion and exclusion criteria. Critical appraisal tools were used to assess each article’s authenticity, applicability and quality of results. Results: Twenty-six studies were reviewed in full and included in this review according to PRISMA guidelines. Thematic analysis yielded four main themes: predictive validity, surgical curriculum, timing of training, clinical outcomes. All studies demonstrated validity. Conclusion: A heterogeneous group of studies demonstrated mixed findings in the predictive validity of virtual reality learning. However, adaptation into surgical curricula in conjunction with other forms of surgical education yielded positive results, with predictive validity demonstrated in surgical trainees. Further research is required to elicit optimal training stages and use of simulation in development of non-technical skills.","PeriodicalId":202461,"journal":{"name":"Journal of Surgical Simulation","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134341698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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