Certification pass rate of 100% for fundamentals of laparoscopic surgery skills after proficiency-based training

Abstract

This proficiency-based curriculum is feasible for training novices and uniformly allows sufficient skill acquisition for FLS certification. Endorsed by the Society of American Gastrointestinal Endoscopic Surgeons (SAGES), this curriculum is available for use as an optimal method for FLS skills training. More widespread adoption of this curriculum is encouraged.

Methods and Tools for Objective Assessment of Psychomotor Skills in Laparoscopic Surgery

“…Concerning metrics, traditional assessment has limited evaluation parameters to: completion time, procedural performance (accuracy, errors), and end-product analysis. Some programs, such as FLS, state that these are sufficient for evaluation purposes [119,121]. However, to better understand surgical gestures and to exploit the possibilities provided by tracking technologies, a whole range of new efficiency metrics should be carefully considered and analyzed.…”

Exploring Personality Dimensions That Influence Practice and Performance of a Simulated Laparoscopic Task in the Objective Structured Clinical Examination

“…The of two consecutive trials within 54 s (with no pegs dropped) followed by completion of a further 10 trials at criterion level. 22 Participants were invited back for a second session at least 24 hours after attaining proficiency. After a warm up session, in which they were required to complete two consecutive trials at criterion level, participants were asked to perform two trials (later-practice trials) as they had done during the previous practice session.…”

Sim One, Do One, Teach One: Considerations in Designing Training Curricula for Surgical Simulation

“…There may however be a benefit to overtraining beyond the passing level, in that practice to a level defined instead by expert-performance may improve retention of the learned skill [53]. Overtraining enhances procedural task performance [54] and it is thought that "the single most important determinant of skill and knowledge retention is the amount of 'overlearning' or additional training beyond that required for initial proficiency" [9].…”