Laying the foundation of surgical skills for trainees (Residents)

Abstract

The role of the surgical skills laboratory is becoming increasingly important as surgical service needs evolve and educational processes seek to become more robust. The skills laboratory offers an opportunity to better prepare residents for their clinical rotations and to accelerate their clinical effectiveness. The Royal Australasian College of Surgeons has developed and introduced a new standardised basic surgical skills curriculum that can be delivered sustainably in centres throughout Australia and New Zealand. A technical skill set required by all surgical disciplines was compiled, and each skill was deconstructed into cognitive steps. Models were devised to simulate an application of each skill, and standardized demonstrations were created and recorded to ensure uniform teaching. Extensive resource material supports the course programme, with information for tutors, technicians, course directors and participants. Currently, clinical rotations offer inconsistent opportunities for trainees to practise their skills after the course. Recruitment and retention of tutors remains a key challenge.

FLS Skill Retention (Learning) in First Year Surgery Residents

“…High value is placed on efficient training using principles of adult education and objective outcome measures. Effective skill transfer from experts to novices requires that the appropriate time and place for teaching coincide with the right time and place to learn [1]. Simulated skills training in controlled settings (training centers) is emerging as an efficient method to accomplish this transfer of skills.…”

Surgical Skills Assessment of Applicants to General Surgery Residency

“…Similar work from Germany [15], Ireland [16], and Australia [17] equally identified the need for pre-residency dexterity evaluation. Australia and New Zealand introduced a mandatory a 2-1/2 day surgical skills course to be completed during the internship year, although performance in this course has no implication for continuation of residency [18].…”

Challenges & Issues: Evidence-Based Clinical Skills Teaching and Learning: What Do We Really Know?

“…[106][107][108] Ratios of higher than 1:2 in a surgery training course received less favorable evaluations, but performance outcomes were not compared. 109 Medical students learned more efficiently and effectively in pairs rather than singly. When same-level peers were taught cardiac catheterization or ultrasound skills, those working together learned the skill in the same time frame as did those working alone.…”