Abstract:Background: High cost and ethical controversy of using living models in microsurgical training made non-living models more popular. However, non-living models don’t provide appropriate feedback of microsurgical performance. Currently existing Global Rating Scales used for advanced microsurgical skills validation are difficult to apply on non-living model. This study presents a simple instrument for basic assessment of microsurgical anastomosis on non-living model. Methods: Seventy medical students were divided… Show more
“…Next, the anastomotic line, suture placement, vessel tears, partial thickness, and back-wall stitches were evaluated using the Ten-Point Microsurgical Anastomosis Rating Scale (MARS10) ( Table 3 ). 11 Higher MARS10 score corresponded to a better quality of anastomosis with predictive validity of the participants' performance. Each test was meticulously evaluated by three independent experts, who are senior surgeons specializing in microsurgery and microsurgical education.…”
Section: Methodsmentioning
confidence: 88%
“…23 These include complex methods, such as the Objective Structured Assessment of Technical Skills and University of Western Ontario Microsurgical Skills Acquisition/Assessment Instrument (UWOMSA), to recently published simple scales to perform final product assessments, such as the Anastomosis Lapse Index or MARS10, which allows measuring surgical improvement using nonliving chicken model. 11 24 25 26 27…”
Background Repetitive training is essential for microsurgical performance. This study aimed to compare the improvement in basic microsurgical skills using two learning methods: stationary microsurgical course with tutor supervision and self-learning based on digital instructional materials. We hypothesized that video-based training provides noninferior improvement in basic microsurgical skills.
Methods In this prospective study, 80 participants with no prior microsurgical experience were randomly divided into two groups: the control group, trained under the supervision of a microsurgical tutor, and the intervention group, where knowledge was based on commonly available online instructional videos without tutor supervision. Three blinded expert microsurgeons evaluated the improvement in basic microsurgical skills in both groups. The evaluation included an end-to-end anastomosis test using the Ten-Point Microsurgical Anastomosis Rating Scale (MARS10) and a six-stitch test on a latex glove. Statistically significant differences between groups were identified using standard noninferiority analysis, chi-square, and t-tests.
Results Seventy-seven participants completed the course. Baseline test scores did not differ significantly between groups. After the 4-day microsurgical course, both groups showed statistically significant improvement in microsurgical skills measured using the MARS10. The performed tests showed that data for self-learning using digital resources provides noninferior data for course with surpervision on the initial stage of microsurgical training (7.84; standard deviation [SD], 1.92; 95% confidence interval [CI], 7.25–8.44) to (7.72; SD, 2.09; 95% CI, 7.07–8.36).
Conclusion Video-based microsurgical training on its initial step provides noninferior improvement in microsurgical skills to training with a dedicated instructor.
“…Next, the anastomotic line, suture placement, vessel tears, partial thickness, and back-wall stitches were evaluated using the Ten-Point Microsurgical Anastomosis Rating Scale (MARS10) ( Table 3 ). 11 Higher MARS10 score corresponded to a better quality of anastomosis with predictive validity of the participants' performance. Each test was meticulously evaluated by three independent experts, who are senior surgeons specializing in microsurgery and microsurgical education.…”
Section: Methodsmentioning
confidence: 88%
“…23 These include complex methods, such as the Objective Structured Assessment of Technical Skills and University of Western Ontario Microsurgical Skills Acquisition/Assessment Instrument (UWOMSA), to recently published simple scales to perform final product assessments, such as the Anastomosis Lapse Index or MARS10, which allows measuring surgical improvement using nonliving chicken model. 11 24 25 26 27…”
Background Repetitive training is essential for microsurgical performance. This study aimed to compare the improvement in basic microsurgical skills using two learning methods: stationary microsurgical course with tutor supervision and self-learning based on digital instructional materials. We hypothesized that video-based training provides noninferior improvement in basic microsurgical skills.
Methods In this prospective study, 80 participants with no prior microsurgical experience were randomly divided into two groups: the control group, trained under the supervision of a microsurgical tutor, and the intervention group, where knowledge was based on commonly available online instructional videos without tutor supervision. Three blinded expert microsurgeons evaluated the improvement in basic microsurgical skills in both groups. The evaluation included an end-to-end anastomosis test using the Ten-Point Microsurgical Anastomosis Rating Scale (MARS10) and a six-stitch test on a latex glove. Statistically significant differences between groups were identified using standard noninferiority analysis, chi-square, and t-tests.
Results Seventy-seven participants completed the course. Baseline test scores did not differ significantly between groups. After the 4-day microsurgical course, both groups showed statistically significant improvement in microsurgical skills measured using the MARS10. The performed tests showed that data for self-learning using digital resources provides noninferior data for course with surpervision on the initial stage of microsurgical training (7.84; standard deviation [SD], 1.92; 95% confidence interval [CI], 7.25–8.44) to (7.72; SD, 2.09; 95% CI, 7.07–8.36).
Conclusion Video-based microsurgical training on its initial step provides noninferior improvement in microsurgical skills to training with a dedicated instructor.
“…There are some scoring systems mainly dedicated to specific training models. Currently, there are only two rating scales that are not related to a particular model and are suitable for assessment on the most of non-living models [26,27].…”
Section: Final Product Scalesmentioning
confidence: 99%
“…The great advantage of this instrument it can be use with success during in-house self-training. Another advantage of MARS10 is that evaluation of the anastomosis can be done remotely by the more experienced surgeon through the photo of the external and internal part of the vessel after cutting it open [26].…”
Section: Final Product Scalesmentioning
confidence: 99%
“…It is important to note that for that reason those scales should be used only for the evaluation of technical aspects of anastomosis performance. Prediction of anastomosis success/failure based on those instruments should be avoided [26,27].…”
Microsurgery became an essential part of various specialties. Hand replantation, vascular free flap reconstruction, and cerebral bypasses are impossible to conduct without mastering microsurgical skills. Currently, the gold standard of microsurgical training is the course with living models during which participants perform basic microsurgical procedures under the supervision of an experienced tutor. However, due to high cost of training and ethical issues new training models, which reduce the usage of living animals, appeared. Widespread availability of personal digital technology has caused creation of new types of in-house training using training videos and non-living models. The key factor of microsurgical training is assessment of obtained skills. For this reason, several evaluation scores have been developed: from comprehensive questionaries filled by experienced tutor to simple scales suitable for selfassessment. In this article authors review current types of microsurgical training and scores for assessment of the microsurgical competence.
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