“I got it on Ebay!”: cost-effective approach to surgical skills laboratories

Schneider, E F; Schenarts, Paul J.; Shostrom, Valerie; Schenarts, Kimberly D.; Evans, Charity H.

doi:10.1016/j.jss.2016.08.017

Cited by 7 publications

(12 citation statements)

References 23 publications

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“…Of the 63 articles selected, 49 describe a synthetic physical simulator 13–15,17–24,26,27,29–59,61–63,65–67,70 and 14 are digitally based 16,20,25,28,37,60,64,68,69,71–75 . Of the digitally based simulators, 5 had a synthetic or hardware component.…”

Section: Resultsmentioning

confidence: 99%

“…Motivation for Use of the Simulator Forty-six simulators were physical synthetic structures, the injury could be repaired with visual and tactile feedback on completion, [13][14][15][17][18][19][21][22][23][24]26,27,29,30,32,33,[35][36][37][40][41][42][43][44][45][46][47][48][49][50][51][52][53][54][55][56][57][58][59][61][62][63][65][66][67]70 and 17 of the simulators reacted with virtual visual representations, such as bleeding or real-time x-ray of a nail insertion, all of which could be erased for the next user; most of these were digitally based. 16,20,25,…”

Section: Simulator Compositionmentioning

confidence: 99%

“…In this review, 11 of the studies described full-task trainers 35,38,40,55,65,66,68,70,[72][73][74][75] and 52 described a parttask trainer who focused on a particular part of the procedure. 36,37,39,[41][42][43][44][45][46][47][48][49][50][51][52][53][54][56][57][58][59][60][61][62][63][64]67,69,71,73 Type of Simulators Of the 63 articles selected, 49 describe a synthetic physical simulator [13][14][15][17][18][19][20][21]…”

Section: Simulator Complexitymentioning

confidence: 99%

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Simulation in Upper and Lower Limb Trauma Skill Acquisition

Heskin

Galvin²,

Traynor³

et al. 2021

Sim Healthcare

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This review aimed to explore the published evidence with regard to the types and composition of both full-and part-task trainers to teach surgeons extremity exploration procedures in limb trauma management. Studies were included if they reported the development and/or validation of synthetic or virtual task trainers. Studies were evaluated to determine their derivation, usability, and clinical utility. A total of 638 citations were identified and 63 satisfied the inclusion criteria. Twenty-five articles addressed simulator validation and 36 addressed level of learning achieved with simulator engagement. Two studies described a dedicated limb simulator. Simulators were developed to repair limb structures including skin (n = 15), tendon (n = 7), nerve (n = 1), fascia (n = 1), muscle (n = 1), vascular (n = 24), and bone (n = 11). Considerations such as material fidelity, learning outcomes, cost or reusability, validity, and effectiveness are inconsistently reported. Future studies should address design standards for the effective production of synthetic or virtual simulators for limb trauma management.

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Section: Resultsmentioning

confidence: 99%

Section: Simulator Compositionmentioning

confidence: 99%

Section: Simulator Complexitymentioning

confidence: 99%

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Simulation in Upper and Lower Limb Trauma Skill Acquisition

Heskin

Galvin²,

Traynor³

et al. 2021

Sim Healthcare

View full text Add to dashboard Cite

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“…Such cost-effective approach has been shown to lead to substantial savings in surgical skills laboratory setup and maintenance. [1415] We advocate the adoption of a similar approach for institutions in Nigeria aiming to establish clinical skills laboratories.…”

Section: Discussionmentioning

confidence: 99%

Introduction of suturing skills acquisition into undergraduate surgical education: Early experience from Ile-Ife, Nigeria

Aderounmu¹,

Wuraola²,

Olasehinde³

et al. 2019

Niger J Surg

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Background:Undergraduate medical students of the Obafemi Awolowo University, Ile-Ife, Nigeria, had over the years acquired various skills informally without structured training in basic skills in wound closure. The Department of Surgery introduced suturing skills acquisition workshop into the curriculum of the Final-Year Medical Students in 2016. This study describes the preliminary experience and the perception of the participants.Methods:All students undergoing the senior rotations in surgery and surgical specialties were taken through a day suturing skills workshop at the surgical skills laboratory. Skills were demonstrated using validated narrative videos followed by practical sessions supervised by senior registrars and consultant surgeons. All participants were requested to complete a feedback form after the workshop.Results:One hundred and eighty students were trained in six workshop sessions per year over two academic sessions. There were 128 (71.1%) male and 52 (28.9%) female students trained by 9 consultants and 13 senior registrars with 15–17 students in each session. Self-assessment feedback after the workshop revealed that all but 3 (1.7%) students felt very confident in handling basic instruments, 102 (56.7%) were confident of their proficiency in basic suturing, 68 (37.8) were less confident, whereas 10 (5.6%) were not confident looking ahead and 82 students (46.1%) wanted additional skills to attain proficiency in some common surgical procedures prior to graduation.Conclusion:The department achieved the aim of introducing suturing skills acquisition into undergraduate surgical education. In the future, other surgical skills acquisition workshops may be considered as desired by the students.

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“…[8][9][10] However, surgical simulation has less frequently ventured into the recreation of more complex clinical scenarios, such as extremity trauma management, primarily due to logistic, financial, and reusability constraints. [11][12][13][14][15][16] Lower extremity trauma is an injury pattern that requires thoughtful oversight led by experienced trauma or orthopedic surgeons. 17 In a minority of cases, the extent and severity of injury demands a primary amputation at the time of initial trauma assessment and stabilization.…”

Section: Introductionmentioning

confidence: 99%