Adapting Motor Imagery Training Protocols to Surgical Education: A Systematic Review and Meta-Analysis

Goble, Mary; Raison, Nicholas; Mekhaimar, Ayah; Ahmed, Kamran

doi:10.1177/1553350621990480

Cited by 8 publications

(8 citation statements)

References 81 publications

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“…According to authors, cognitive training should be more adapted for intermediate to advanced surgeons to strengthen already acquired and memorized techniques (in particular, those related to spatial abilities) [55]. Otherwise, a systematic review of the literature performing a real benchmarking including wide range of studies in several MI fields suggested that a successful MI training programs could be delivered in parallel to existing surgical training, in a flexible format allowing surgeons to undertake several MI sessions in a self-directed manner [56].…”

Section: Resultsmentioning

confidence: 99%

Impact of mental imagery on enhancing surgical skills learning in novice’s surgeons: a pilot study

et al. 2021

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Objective Mental imagery (MI) has long been used in learning in both fields of sports and arts. However, it is restrictively applied in surgical training according to the medical literature. Few studies have evaluated its’ feasibility and usefulness. The aim of this study is to assess the impact of mental imagery on surgical skills learning among novice’s surgeons. Material and methods In this pilot prospective randomized comparative study; we recruited 17 residents and interns of surgery education curriculum. They were all included in their first semester of the curricula. Two groups were randomly designed. Group (a) including “Mental Imagery” volunteers (n = 9) which benefited from a mental imagery rehearsal exercise prior to physical practice, while the control group (b) (n = 8) didn’t underwent any MI process prior to surgery practice. Each participant of both groups was invited to perform an intestinal hand-sewn anastomosis on bovine intestine. Each procedure was evaluated and analyzed according to 14 qualitative criteria while each criterion was scored 0, 1 or 2 respectively assigned to the gesture was not acquired, gesture was performed with effort, or mastered gesture. The final score is 28 for those who master all 14 gestures. A non-parametric statistical comparison between the both studied groups was performed. Results Both groups of surgery students demonstrated equivalent age, sex ratio, laterality, and surgical experience. The mean overall score is significantly higher in the MI group (a) (17.78; SD = 2.42) compared to the control group (b) (10.63, SD = 2.85). However, advanced analysis of individual assessment items showed significant statistical difference between both groups only in 6 out of 14 assessed items. Conclusion Indeed, mental imagery will not be able to substitute the traditional learning of surgery for novice surgeons; it is an important approach for improving the technical skills acquisition and shortening the physical learning.

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Section: Resultsmentioning

confidence: 99%

Impact of mental imagery on enhancing surgical skills learning in novice’s surgeons: a pilot study

et al. 2021

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“…Imagery techniques can help to target pragmatic aspects of learning a procedure and also prepare learners for associated psychologic and situational stressors 4‐7 . Furthermore, the use of imagery does not rely solely on simulation devices or other physical resources, which may allow for cost saving and convenience and effective practice 13 . While simulation trainers alone have been found to improve certain procedural skills, our results indicate that imagery techniques may serve as a useful adjunct teaching method 17,30 .…”

Section: Discussionmentioning

confidence: 83%

“…12 Furthermore, the use of imagery in medical education can be implemented at little cost with promising success and utility. 13 Mental practice, relaxation, and mindfulness training had the most benefits in the surgical realm. 14 Emergency medicine residency training requires extensive experience and training.…”

Section: Introductionmentioning

confidence: 99%

Guided, motor, and mental imagery adjuncts to teaching central venous access

Cryder¹,

Jensen²,

McCarthy³

et al. 2023

AEM Education and Training

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Background Mental, motor, and guided imagery techniques are commonly used in sports psychology, but less often in medical education. Utilization of imagery‐based techniques (IBTs) in combination with traditional teaching methods may provide a low‐cost, innovative approach to improving outcomes in graduate medical education. Objective The objective was to assess whether medical students demonstrate greater proficiency in the ability to obtain central venous access in simulation trainers following exposure to guided, mental, and motor imagery teaching methods in comparison to traditional methods. Methods Volunteer fourth‐year medical students during their emergency medicine rotation were randomly assigned to two groups, traditional plus imagery teaching or traditional teaching alone. The control group watched a video tutorial on central line placement methods. The study group watched the same video with the addition of imagery components. Participants filled out survey questions before and after the video and again after line placement. Proctors blinded to student group assignments then observed student placement of an internal jugular triple‐lumen catheter on a simulation trainer and completed a standardized performance rubric. Results Sixty medical students participated. Two were excluded for having performed five or more lines either clinically or in a previous simulation. There was no difference in self‐perceived competence in line placement prior to watching the video or in the number of lines previously performed between groups. The imagery group (n = 25) averaged 1.3 errors/need for intervention compared to 2.2 errors/need for intervention in the control group (n = 33; p = 0.045, 95% confidence interval [CI] 0.02 to 1.61). Time to place the line was similar—8.9 min for the control group versus 8.6 min for the imagery group (p = 0.74, 95% CI −1.39 to 1.95). Conclusions The use of IBTs may be a promising adjunct to traditional medical teaching of procedures in emergency medicine.

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“…Green et al (2019) recently reviewed the benefits of video observation in this field (see also Harris et al, 2018;Rizzolatti et al, 2021), which has shown positive effects with novice learners in a range of disciplines from arthroscopy (LeBel et al, 2018) to robot-assisted surgery (Harris et al, 2017). Goble et al (2021) and Snelgrove and Gabbott (2020) came to similar, positive conclusions in their reviews of MI in surgical training. We can only hope that history repeats itself, in that AO and MI, which a decade ago were studied and applied in isolation of each other, will be considered from an integrated perspective in future research on surgical education.…”

Section: Ao + MI Training In Motor Rehabilitationmentioning

confidence: 99%

Enhancing motor imagery practice using synchronous action observation

Eaves

Hodges

Buckingham

et al. 2022

Psychological Research

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In this paper, we discuss a variety of ways in which practising motor actions by means of motor imagery (MI) can be enhanced via synchronous action observation (AO), that is, by AO + MI. We review the available research on the (mostly facilitatory) behavioural effects of AO + MI practice in the early stages of skill acquisition, discuss possible theoretical explanations, and consider several issues related to the choice and presentation schedules of suitable models. We then discuss considerations related to AO + MI practice at advanced skill levels, including expertise effects, practical recommendations such as focussing attention on specific aspects of the observed action, using just-ahead models, and possible effects of the perspective in which the observed action is presented. In section “Coordinative AO + MI”, we consider scenarios where the observer imagines performing an action that complements or responds to the observed action, as a promising and yet under-researched application of AO + MI training. In section “The dual action simulation hypothesis of AO + MI”, we review the neurocognitive hypothesis that AO + MI practice involves two parallel action simulations, and we consider opportunities for future research based on recent neuroimaging work on parallel motor representations. In section “AO + MI training in motor rehabilitation”, we review applications of AO, MI, and AO + MI training in the field of neurorehabilitation. Taken together, this evidence-based, exploratory review opens a variety of avenues for future research and applications of AO + MI practice, highlighting several clear advantages over the approaches of purely AO- or MI-based practice.

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Adapting Motor Imagery Training Protocols to Surgical Education: A Systematic Review and Meta-Analysis

Cited by 8 publications

References 81 publications

Impact of mental imagery on enhancing surgical skills learning in novice’s surgeons: a pilot study

Impact of mental imagery on enhancing surgical skills learning in novice’s surgeons: a pilot study

Guided, motor, and mental imagery adjuncts to teaching central venous access

Enhancing motor imagery practice using synchronous action observation

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