Multi-institutional Surgical Education Interventions

Salles, Arghavan; Milam, Laurel; Sevdalis, Nick; Mellinger, John D.; Stefanidis, Dimitrios; Nahmias, Jeffry; Kulaylat, Afif N.; Kim, Roger H.; Falcone, John L.; Arora, Tania K.; Phitayakorn, Roy; Cochran, Amalia

doi:10.1097/sla.0000000000003203

Cited by 8 publications

(6 citation statements)

References 73 publications

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“…A 2019 scoping review reported 2 multicenter neurosurgical education trials compared to 17 for obstetrics/gynecology, 13 for urology, and 6 for orthopedics. 64 These results -in concert with the present reviewsuggest the need for future multicenter trials in neurosurgical education. Furthermore, evidence-based educational interventions from other specialties may warrant investigation within the field of neurosurgery.…”

Section: Future Directionssupporting

confidence: 63%

Data-Driven Residency Training: A Scoping Review of Educational Interventions for Neurosurgery Residency Programs

Kelly¹,

Yengo‐Kahn²,

Roth³

et al. 2021

Neurosurg.

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BACKGROUND Neurosurgery residency programs are tasked with imparting large volumes of both clinical knowledge and technical skill to trainees in limited time. Many investigators have described local practices, which may offer evidence-based interventions in neurosurgical residency education, but this literature has not been systematically reviewed. OBJECTIVE To perform a scoping review of educational practices in neurosurgery, which are supported by quantitative, peer-reviewed research. METHODS A scoping review of the literature was performed. PubMed, Embase, and Web of Science databases were queried for articles describing educational interventions for neurosurgery residents, which included a quantitative assessment of the effect on resident performance. RESULTS From an initial set of 1785 unique articles, 29 studies were ultimately screened and included. Studies were into the following 6 topics: (1) didactics and curricula (n = 13), (2) nontechnical skills (n = 6), (3) wellness and burnout (n = 4), (4) assessment and feedback (n = 2), (5) mentorship and career development (n = 2), and (6) research (n = 2). Individual study results were described. CONCLUSION Several educational interventions in neurosurgical training are supported by quantitative evidence. Methodological shortcomings are prevalent among studies of education, particularly in the selection of meaningful outcome measures. A summary of evidence-based considerations is provided for current and future program directors.

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Section: Future Directionssupporting

confidence: 63%

Data-Driven Residency Training: A Scoping Review of Educational Interventions for Neurosurgery Residency Programs

Kelly¹,

Yengo‐Kahn²,

Roth³

et al. 2021

Neurosurg.

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“…To achieve this in practice, we take the view that the field needs larger-scale studies. The most recent global review of multi-institutional studies in the field of surgical education did not find a single study on QI skills training 88 . This review has called for larger-scale studies, which pool data across numerous participants/programs.…”

Section: Discussionmentioning

confidence: 99%

“…The most recent global review of multi-institutional studies in the field of surgical education did not find a single study on QI skills training. 88 This review has called for larger-scale studies, which pool data across numerous participants/programs. Such studies offer a dual advantage to surgical QI educators and researchers.…”

Section: Discussionmentioning

confidence: 99%

Implementation and Evaluation of Quality Improvement Training in Surgery

et al. 2021

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Objective: The of this study was to review and appraise how quality improvement (QI) skills are taught to surgeons and surgical residents. Background: There is a global drive to deliver capacity in undertaking QI within surgical services. However, there are currently no specifications regarding optimal QI content or delivery. Methods: We reviewed QI educational intervention studies targeting surgeons or surgical trainees/residents published until 2017. Primary outcomes included teaching methods and training materials. Secondary outcomes were implementation frameworks and strategies used to deliver QI training successfully.Results: There were 20,590 hits across 10 databases, of which 11,563 were screened following de-duplication. Seventeen studies were included in the final synthesis. Variable QI techniques (eg, combined QI models, process mapping, and ''lean'' principles) and assessment methods were found. Delivery was more consistent, typically combining didactic teaching blended with QI project delivery. Implementation of QI training was poorly reported and appears supported by collaborative approaches (including building learning collaboratives, and coalitions). Study designs were typically pre-/ post-training without controls. Studies generally lacked clarity on the underpinning framework (59%), setting description (59%), content (47%), and conclusions (47%), whereas 88% scored low on psychometrics reporting. Conclusions: The evidence suggests that surgical QI training can focus on any well-established QI technique, provided it is done through a combination of didactic teaching and practical application. True effectiveness and extent of impact of QI training remain unclear, due to methodological weaknesses and inconsistent reporting. Conduct of larger-scale educational QI studies across multiple institutions can advance the field.

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“…A growing surgical consensus promotes the requirements for training of surgical procedures on organ phantom before their exploration in human. 23 Lurie et al reported a distendable bladder phantom for white light cystoscopy. 17 Blankstein et al, reported a 3D printed urinary model for ureteroscopy and validated the model for training.…”

Section: Introductionmentioning

confidence: 99%

“…A growing surgical consensus promotes the requirements for training of surgical procedures on organ phantom before their exploration in human. 23 Lurie et al . reported a distendable bladder phantom for white light cystoscopy.…”

Section: Introductionmentioning

confidence: 99%

Soft Urinary Bladder Phantom for Endoscopic Training

et al. 2021

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Bladder cancer (BC) is the main disease in the urinary tract with a high recurrence rate and it is diagnosed by cystoscopy (CY). To train the CY procedures, a realistic bladder phantom with correct anatomy and physiological properties is highly required. Here, we report a soft bladder phantom (FlexBlad) that mimics many important features of a human bladder. Under filling, it shows a large volume expansion of more than 300% with a tunable compliance in the range of 12.2 ± 2.8 – 32.7 ± 5.4 mL cmH2O−1 by engineering the thickness of the bladder wall. By 3D printing and multi-step molding, detailed anatomical structures are represented on the inner bladder wall, including sub-millimeter blood vessels and reconfigurable bladder tumors. Endoscopic inspection and tumor biopsy were successfully performed. A multi-center study was carried out, where two groups of urologists with different experience levels executed consecutive CYs in the phantom and filled in questionnaires. The learning curves reveal that the FlexBlad has a positive effect in the endourological training across different skill levels. The statistical results validate the usability of the phantom as a valuable educational tool, and the dynamic feature expands its use as a versatile endoscopic training platform.

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Multi-institutional Surgical Education Interventions

Cited by 8 publications

References 73 publications

Data-Driven Residency Training: A Scoping Review of Educational Interventions for Neurosurgery Residency Programs

Data-Driven Residency Training: A Scoping Review of Educational Interventions for Neurosurgery Residency Programs

Implementation and Evaluation of Quality Improvement Training in Surgery

Soft Urinary Bladder Phantom for Endoscopic Training

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