Development, Validation, and Implementation of a Cost-Effective Intermediate-Level Proficiency-Based Knot-Tying and Suturing Curriculum for Surgery Residents

Mashaud, Lauren B.; Arain, Nabeel A.; Hogg, Deborah C.; Scott, Daniel J.

doi:10.1016/j.jsurg.2012.09.008

Cited by 30 publications

(11 citation statements)

References 15 publications

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“…13 This analysis provides an overview of all curricular costs associated with the PROSPECT program, including V6589 for development, V31,484 for implementation, and V1143 operational costs per year. In the literature, curricular design costs differ significantly depending on the educational tools used, ranging from V2402 for Mashaud et al's knot tying curriculum 21 to V151,040 for Webb et al's general surgery curriculum. 22 Endovascular training requires high tech materials and resources within an expensive training environment and may be more expensive than basic surgical training programs.…”

Section: Discussionmentioning

confidence: 99%

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Endovascular Training Using a Simulation Based Curriculum is Less Expensive than Training in the Hybrid Angiosuite

Maertens

Vermassen

Aggarwal

et al. 2018

European Journal of Vascular and Endovascular Surgery

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Section: Discussionmentioning

confidence: 99%

“…20 Unit costs for all used resources were collected. 21,22 Four principal factors were implemented in the analysis: developmental cost, implementation cost, training time cost, and operational cost. Costs were calculated from the perspective of the hospital.…”

Section: Cost Assessmentmentioning

confidence: 99%

Endovascular Training Using a Simulation Based Curriculum is Less Expensive than Training in the Hybrid Angiosuite

Maertens

Vermassen

Aggarwal

et al. 2018

European Journal of Vascular and Endovascular Surgery

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“…An open skills assessment was performed on the first and last days of the course, using an abbreviated version of a previously validated open skills curriculum (9). Students were timed performing a two-handed knot tie without tension, one-handed knot tie without tension, two-handed surgeon's knot under tension, simple interrupted suture, and simple running suture.…”

Section: Methodsmentioning

confidence: 99%

Preparing medical students for obstetrics and gynecology milestone level one: a description of a pilot curriculum

Morgan

Marzano

Lanham

et al. 2014

Medical Education Online

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BackgroundThe implementation of the Accreditation Council for Graduate Medical Education (ACGME) Milestones in the field of obstetrics and gynecology has arrived with Milestones Level One defined as the level expected of an incoming first-year resident.PurposeWe designed, implemented, and evaluated a 4-week elective for fourth-year medical school students, which utilized a multimodal approach to teaching and assessing the Milestones Level One competencies.MethodsThe 78-hour curriculum utilized traditional didactic lectures, flipped classroom active learning sessions, a simulated paging curriculum, simulation training, embalmed cadaver anatomical dissections, and fresh-frozen cadaver operative procedures. We performed an assessment of student knowledge and surgical skills before and after completion of the course. Students also received feedback on their assessment and management of eight simulated paging scenarios. Students completed course content satisfaction surveys at the completion of each of the 4 weeks.ResultsStudents demonstrated improvement in knowledge and surgical skills at the completion of the course. Paging confidence trended toward improvement at the completion of the course. Student satisfaction was high for all of the course content, and the active learning components of the curriculum (flipped classroom, simulation, and anatomy sessions) had higher scores than the traditional didactics in all six categories of our student satisfaction survey.ConclusionsThis pilot study demonstrates a practical approach for preparing fourth-year medical students for the expectations of Milestones Level One in obstetrics and gynecology. This curriculum can serve as a framework as medical schools and specific specialties work to meet the first steps of the ACGME's Next Accreditation System.

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“…To demonstrate proficiency, the resident had to achieve these four metrics on two consecutive attempts, in accordance with previously established and commonly used proficiency-based training protocols. [3][4][5][6] Phase 2-Curriculum Evaluation…”

Section: Phase 1-curriculum Developmentmentioning

confidence: 99%

“…Previous research comparing time-, repetition-, and proficiency-based training protocols has shown that learners who practice according to the proficiency-based protocol achieve higher levels of performance with little variability among trainees, even when total training time and repetitions are held constant among these training protocols. 1 Proficiency metrics have been established and validated for many surgical tasks such as knot tying and suturing, 4,5 laparoscopic skills, 6 endoscopic skills, 7 and robotic surgery. 8 However, no such metrics exist for microvascular anastomosis.…”

mentioning

confidence: 99%

Development and Evaluation of a Simulation Model for Microvascular Anastomosis Training

Willis

Wiersch

Adams

et al. 2017

J reconstr Microsurg

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Background Many plastic surgery training programs have implemented microvascular preparatory courses. However, these courses vary in length across institutions, lack formal assessment, and trainees receive certificates of completion rather than competency. In addition, many institutions use animate tissues as practice models which may not be readily available, require special treatment or storage, and lack consistency across vessel segments. In this study, we developed a proficiency-based training microvascular anastomosis curriculum using a synthetic model. In addition, we developed and validated a scoring rubric and patency testing apparatus. Methods Proficiency benchmarks were developed by evaluating four plastic surgeons performing interrupted end-to-end anastomoses on synthetic vessels mounted superficially and at depth. Using a pretest–posttest design, seven plastic surgery residents from two institutions were asked to train to proficiency on the superficial exercise. Skills transfer was evaluated using a vessel mounted at depth. Each anastomosis was scored on 11 metrics of mechanics, completion time, stenosis, and leakage. Results Experts outperformed residents prior to engaging in the training curriculum, confirming construct validity. Residents' skills significantly improved on 10 of 14 metrics after training, confirming curriculum effectiveness. Only one resident was able to achieve all proficiency benchmarks on two consecutive training trials. Skills learned on the superficially mounted vessel moderately transferred to the vessel mounted at depth as evidenced by significant pre- to posttest learning gains for 4 of the 14 metrics. Conclusion The proficiency goals may have been overly stringent; however, residents improved microvascular anastomosis skills on the majority of metrics by engaging in simulation-based training using a readily available synthetic model.

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Development, Validation, and Implementation of a Cost-Effective Intermediate-Level Proficiency-Based Knot-Tying and Suturing Curriculum for Surgery Residents

Cited by 30 publications

References 15 publications

Endovascular Training Using a Simulation Based Curriculum is Less Expensive than Training in the Hybrid Angiosuite

Endovascular Training Using a Simulation Based Curriculum is Less Expensive than Training in the Hybrid Angiosuite

Preparing medical students for obstetrics and gynecology milestone level one: a description of a pilot curriculum

Development and Evaluation of a Simulation Model for Microvascular Anastomosis Training

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