Educational and research activity of the Department of Operative Techniques and Surgical Research, Institute of Surgery at the Medical and Health Science Center, University of Debrecen in Hungary

Németh, Norbert; Furka, I.; Miko, Iren

doi:10.1590/s0102-86502013000500014

Cited by 4 publications

(5 citation statements)

References 9 publications

(7 reference statements)

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“…The use of them provides opportunity to learn, practice and refine in situ preparative jobs, techniques and movements 7,[10][11][12][13][14][15] . In our teaching program plastic and biomodels are used during "Basic Surgical Techniques" education and during the consecutive elective courses for teaching suturing and knotting techniques [16][17][18] . For the safety of patients proper suturing technique is essential, therefore sound teaching of the technique is of crucial importance in surgery.…”

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confidence: 99%

How does practice improve the skills of medical students during consecutive training courses?

et al. 2017

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Purpose: To follow-up the development of medical students in taking a stitch using two different bench models, and to assess their performance with regards to gender, handedness, prior recreational activities and interest in surgery. Methods: The study was performed during the compulsory basic (n=152) and the consecutive elective course (n=27). Students took simple interrupted stitches into synthetic and biopreprate models in the classroom and in the operating room. The time needed for that was measured and the quality was scored, using an OSATS (Objective Structured Assessment of Technical Skill) checklist that had been adapted to our training programs. Results: Students' performance improved both in time and quality during classes, over the course and compared basic to the elective course, too. No significant difference was found in relation to gender and handedness but certain recreational activities and special interest in surgery led to better results. Operating room environment had a slight negative effect on students' performance. Conclusion:The study could provide objective skill assessment, monitoring has revealed deficiencies and influencing factors. Objective feedback, valid and reliable assessment is important in teaching surgical skills. In addition it may contribute to higher surgical safety later on in the clinical practice.

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How does practice improve the skills of medical students during consecutive training courses?

et al. 2017

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“…On microsurgical education and training numerous papers have been published in the last two decades, which articles mostly focus on the methods helping the effectiveness of the training, providing models and definitive educational programs [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16] . Since for the obtainment and practicing safe stitching and suturing techniques, atraumatic tissue preparation, fine and precise movements well-established and well-controlled practical programs are needed.…”

Section: ■ Discussionmentioning

confidence: 99%

“…There is a huge demand on effective microsurgical training that provides necessary skill for using the microsurgical technique successfully in the clinical practice. Numerous educational methods are known, based on special local traditions and masters in Austria, Belgium, Brazil, Canada, China, France, Germany, Hungary, Italy, Japan, Korea, Poland, Romania, Spain, Sweden, UK and the USA, among others [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16] . The necessity of the evaluation of training and the importance of the objective skill assessment methods have been developed together with the programs.…”

Section: ■ Introductionmentioning

confidence: 99%

“…Organized courses have been held since 1986 at graduate and postgraduate levels in Hungarian and English programs. The most intensive and main custom-tailored course is the 80-hour postgraduate one 6,9,10,16 . The principles of this microsurgical basic educational program are: activity (the student must be active in practice as well), synchronism (working together with the teacher and/or with under continuous guidance), video-assistance (the teacher's actions, movements and tricks are show on a monitor), self-controlling (by real time monitoring on screen and video/DVD recordings, and the student can fix their work on video and can observe and realize their failures), individualization (custom tailored and based on the individual's skill level and development), and analysis (with the offering constructive criticism of the teacher everyday -pitfall analysis) 3,4,6,9,10,15 .…”

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Experiences with basic microsurgical training programs and skill assessment methods at the University of Debrecen, Hungary

2018

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During the past decades microsurgical training programs together with skill assessment methods had been developing intensively worldwide. Concerning the teaching of basic techniques at various levels, we aimed to summarize the education program types and experiences at our department, in order to define the way of continuity. All in the hope that this summary might contain useful information for other educators as well. About 50 years ago, in the late 1960s, microsurgical basic education had been established in Debrecen. Since the 1990s multilevel education programs have been developed, starting in undergraduate years up to the postgraduate training, residency and continuous medical education programs. In the last three decades about 2,300 participants completed courses, including over 470 residents. The ones who already succeeded microsurgical course as medical students, during residency program could reach better results and skill development. Concluding thoughts, the traditional methods and special experiences are highly important in microsurgical education. The necessary duration and individual training approach are emphasized. Standardization (self and international), comparability, accessibility, providing milestones of microsurgical skills are key factors. Proper feedback and skill assessment (experiences, internationally recognized scores, or combinations) are indispensable, but have to be fitted to the characteristic elements of the course.

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“…Translational research which promotes the research from experimental results to clinical application has been introduced a new area [4][5][6] . I propose a new concept of Translational Microsurgery for research in microsurgical techniques.…”

Section: Introductionmentioning

confidence: 99%

Translational microsurgery. A new platform for transplantation research

Kobayashi

Haga

2016

Acta Cir. Bras.

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PURPOSE:Clinical microsurgery has been introduced in many fields, while experimental microsurgery has the cross-disciplinary features of the sciences and techniques for growth of medicine, pharmacology, veterinary, engineering etc. Training protocol, proposing a new name as Translational Microsurgery, was introduced. METHODS:Reconstructive skills of hepatic artery in pediatric living donor liver transplantation were summarized. Ex vivo training protocol using artificial blood vessel for surgeons was proposed. RESULTS:Clinical microsurgery requires anastomosis with delicate arteries and limited field of view. Our training protocol revealed that the relation between the score and speed was seen, while not all the surgeons with enough experience got high score. This training led to muster clinical skills and to apply excellent experimental works. CONCLUSIONS:Our microsurgical training protocol has been planned from the points of clinical setting. Training for vascular anastomosis led to rodent transplantation models. These models were used for immunology and immunosuppressant research.Microsurgical techniques led to master catheter technique and to inject various drugs or gene vectors.

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Educational and research activity of the Department of Operative Techniques and Surgical Research, Institute of Surgery at the Medical and Health Science Center, University of Debrecen in Hungary

Abstract: IIII PhD, Associate Professor, vice-chair, honorary member of the SOBRADPEC.

Cited by 4 publications

References 9 publications

How does practice improve the skills of medical students during consecutive training courses?

How does practice improve the skills of medical students during consecutive training courses?

Experiences with basic microsurgical training programs and skill assessment methods at the University of Debrecen, Hungary

Translational microsurgery. A new platform for transplantation research

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