An Evaluation of the Role of Simulation Training for Teaching Surgical Skills in Sub‐Saharan Africa

Campain, Nicholas; Kailavasan, Mithun; Chalwe, Mumba; Gobeze, Aberra A.; Teferi, Getaneh; Lane, Robert H.; Biyani, Chandra Shekhar

doi:10.1007/s00268-017-4261-7

Cited by 32 publications

(33 citation statements)

References 58 publications

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“…Trainees from resource-poor countries often struggle to obtain learning materials and basic surgical instruction. 9,10 As a result, they are forced to obtain neurosurgical training from nontraditional sources, given limited access to content or travel. Therefore, it is likely that these disadvantaged training programs benefited greatly from the collection of virtual lectures made easily accessible during the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

Virtual education in neurosurgery during the COVID-19 pandemic

Lazaro¹,

Srinivasan²,

Rahman

et al. 2020

Neurosurgical Focus

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OBJECTIVENeurosurgical education in the US has changed significantly as a consequence of the novel coronavirus (COVID-19) pandemic. Institutional social distancing requirements have resulted in many neurosurgical programs utilizing video conferencing for educational activities. However, it is unclear how or if these practices should continue after the pandemic. The objective of this study was to characterize virtual education in neurosurgery and understand how it should be utilized after COVID-19.METHODSA 24-question, 3-part online survey was administered anonymously to all 117 US neurosurgical residency programs from May 15, 2020, to June 15, 2020. Questions pertained to the current use of virtual conferencing, preferences over traditional conferences, and future inclinations. The Likert scale (1 = strongly disagree, 3 = neutral, 5 = strongly agree) was used. Comparisons were calculated using the Mann-Whitney U-test. Statistical significance was set at 0.05.RESULTSOne-hundred eight responses were recorded. Overall, 38 respondents (35.2%) were attendings and 70 (64.8%) were trainees. Forty-one respondents (38.0%) indicated attending 5–6 conferences per week and 70 (64.8%) attend national virtual conferences. When considering different conference types, there was no overall preference (scores < 3) for virtual conferences over traditional conferences. In regard to future use, respondents strongly agreed that they would continue the practice at some capacity after the pandemic (median score 5). Overall, respondents agreed that virtual conferences would partially replace traditional conferences (median score 4), whereas they strongly disagreed with the complete replacement of traditional conferences (median score 1). The most common choices for the partial replacement of tradition conferences were case conferences (59/108, 55%) and board preparation (64/108, 59%). Lastly, there was a significant difference in scores for continued use of virtual conferencing in those who attend nationally sponsored conferences (median score 5, n = 70) and those who do not (median score 4, n = 38; U = 1762.50, z = 2.97, r = 0.29, p = 0.003).CONCLUSIONSVirtual conferences will likely remain an integral part of neurosurgical education after the COVID-19 pandemic has abated. Across the country, residents and faculty report a preference for continued use of virtual conferencing, especially virtual case conferences and board preparation. Some traditional conferences may even be replaced with virtual conferences, in particular those that are more didactic. Furthermore, nationally sponsored virtual conferences have a positive effect on the preferences for continued use of virtual conferences.

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Section: Discussionmentioning

confidence: 99%

Virtual education in neurosurgery during the COVID-19 pandemic

Lazaro¹,

Srinivasan²,

Rahman

et al. 2020

Neurosurgical Focus

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“…5,6 This is in stark contrast to emergency medicine training programs in developing countries, where simulation is not commonly integrated into training programs. 7 There are multiple potential limiting factors, including cost, availability of resources, faculty experience, and buy-in from stakeholders. 8 The current literature on low-resource simulation is mostly based on specific procedural skills such as C-sections, 9 trauma resuscitation, 10,11 and surgical skills.…”

Section: Introductionmentioning

confidence: 99%

Establishing a Low-Resource Simulation Emergency Medicine Curriculum in Nepal

et al. 2020

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Introduction: High-fidelity medical simulation is widely used in emergency medicine training because it mirrors the fast-paced environment of the emergency department (ED). However, simulation is not common in emergency medicine training programs in lower-resourced countries as cost, availability of resources, and faculty experience are potential limitations. We initiated a simulation curriculum in a low-resource environment. Methods: We created a simulation lab for medical officers and students on their emergency medicine rotation at a teaching hospital in Patan, Nepal, with 48,000 ED patient visits per year. We set up a simulation lab consisting of a room with one manikin, an intubation trainer, and a projector displaying a simulation cardiac monitor. In this environment, we ran a total of eight cases over 4 simulation days. Debriefing was done at the end of each case. At the end of the curriculum, an electronic survey was delivered to the medical officers to seek improvement for future cases. Results: All eight cases were well received, and learners appreciated the safe learning space and teamwork. Of note, the first simulation case that was run (the airway lab) was more difficult for learners due to lack of experience. Survey feedback included improving the debriefing content and adding further procedural skills training. Discussion: Simulation is a valuable experience for learners in any environment. Although resources may be limited abroad, a sustainable simulation lab can be constructed and potentially play a supportive role in developing an emergency medicine curriculum.

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“…An estimated 5 billion people lack access to any surgical care. This despite surgical diseases accounting for 11-30% of the global health care burden (1). This implies an urgent need to quality-train more surgeons in all specialties globally.…”

Section: Introductionmentioning

confidence: 99%

A global snapshot of endourology residency training

Aslam

Philipraj

Jaffrey

et al. 2020

Arch Ital Urol Androl

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Background: Urology has become more complex over the last decades with surgical sophisticated technologies such as endoscopy, laparoscopy and robotic surgery. As these minimally invasive methods gain popularity throughout the world, this has led in some countries to a serious training gap as compared to other countries, and between generations of surgeons within national training systems. There is a huge heterogeneity in urological training between countries, whether developed or developing. This paper attempts to shed some light onto global urological training, comparing a significant number of various national systems, and to outline global tendencies in urological training. It will enable interested readers to see where their own system stands in international comparison, and hopefully enable them to identify training needs to achieve global quality standards. Materials & methods: This is a questionnaire-based assessment which was sent to 240 members of U-merge from 62 countries. In addition, there is ample literature on the requirements of structured training programs and assessments, and we have tried to briefly outline the key points in this paper. Results: We received responses from 32 countries Urology residency training is hugely heterogenous between countries. Only 44% of nations use a structured training program with assessments. Others use the Halstedian apprenticeship approach. Notably, some developing countries do use modern teaching and assessment methods, whereas some developed countries still use the outmoded apprenticeship model. For the interested reader, results have been tabled in detail, and training systems described country by country. Conclusions: Our results have shown a huge heterogeneity in quality urology training between countries and within continents. In systems without national structure of training, it can be assumed that such differences exist even between hospitals/ training institutions. There is no doubt in times of globalization with resident and doctor migration and exchanges that training needs structure and standardization. The still huge gap in developing countries to catch up and be able to afford latest surgical and learning technologies need to be addressed with the help of responsible outreach programs.

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An Evaluation of the Role of Simulation Training for Teaching Surgical Skills in Sub‐Saharan Africa

Cited by 32 publications

References 58 publications

Virtual education in neurosurgery during the COVID-19 pandemic

Virtual education in neurosurgery during the COVID-19 pandemic

Establishing a Low-Resource Simulation Emergency Medicine Curriculum in Nepal

A global snapshot of endourology residency training

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