Promoting Undergraduate Surgical Education: Current Evidence and Students’ Views on ESMSC International Wet Lab Course

Sideris, Michail; Papalois, Apostolos; Theodoraki, Korina; Dimitropoulos, Ioannis; Johnson, Elizabeth O.; Georgopoulou, Efstratia-Maria; Staikoglou, Nikolaos; Paparoidamis, Georgios; Pantelidis, Panteleimon; Tsagkaraki, Ismini; Karamaroudis, Stefanos; Potoupnis, Michael; Tsiridis, Eleftherios; Dedeilias, Panagiotis; Papagrigoriadis, Savvas; Papalois, Vassilios; Zografos, Georgios; Triantafyllou, Aggeliki; Tsoulfas, Georgios

doi:10.1080/08941939.2016.1220652

Cited by 22 publications

(20 citation statements)

References 44 publications

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“…In our previous study [13], we concluded to similar results for the use of In Vivo simulation in open-dissection skills. Both “Dry-Lab” and “In Vivo” models require a long and copious learning curve until the trainees acquire proficiency in the skill.…”

Section: Discussionsupporting

confidence: 69%

“…Essential Skills in the Management of Surgical Cases–ESMSC, is an international course which combines high fidelity in vivo simulation with traditional ex vivo and dry lab modules, aimed primarily at the undergraduate level [13]. ESMSC curriculum has been extensively discussed in previous study [10], and students from all participating countries seem to consider it as a potential part of the Medical School curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Is In-Vivo laparoscopic simulation learning a step forward in the Undergraduate Surgical Education?

Pantelidis

Sideris

Tsoulfas

et al. 2017

Annals of Medicine &Amp; Surgery

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BackgroundEssentials Skills in the Management of Surgical Cases – ESMSC is an International Combined Applied Surgical Science and Wet Lab course addressed at the Undergraduate level. Laparoscopic Skills is a fundamental element of Surgical Education and various Simulation-Based Learning (SBL) models have been endorsed. This study aims to explore if there is any significant difference in delegates' performance depending on whether they completed In Vivo module prior to the equivalent in the laparoscopic simulator.Materials and methods37 Medical Students from various EU countries were divided in 2 groups, and both completed the “Fundamentals in Laparoscopic Surgery” module in the Dry-lab Laparoscopic Simulator as well as the same module “In Vivo” on a swine model. Group A (18 students, 48.6%) completed the “Fundamentals in Laparoscopic Surgery - FLS” module prior to the “In Vivo”, whereas group B completed the “In Vivo” module first. Direct Observation of Procedural Skills (DOPS) were used to assess delegates' performance.ResultsThe mean DOPS scores for the “FLS” and “In Vivo” models were 2.27 ± 0.902 and 2.03 ± 0.833, respectively, and the delegates' performance was not statistically significantly different between them (p = 0.128). There was no statistically significant difference in the scores among different gender, year of study, school and handedness groups. The alteration in the sequence between Dry-lab “FLS” and “In Vivo” modules did not affect the performance in neither the “FLS” nor the “In Vivo” models.ConclusionsThe inexpensive, but low-fidelity “FLS” model could serve an equal alternative Simulation-Based Learning model for the early undergraduate training. Our study demonstrated that high fidelity In Vivo simulation for laparoscopic skills does not affect significantly the improvement in the delegates' performance at the undergraduate level. Further studies should be conducted to identify at which stage of training should high fidelity simulation be introduced.

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Section: Discussionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Is In-Vivo laparoscopic simulation learning a step forward in the Undergraduate Surgical Education?

Pantelidis

Sideris

Tsoulfas

et al. 2017

Annals of Medicine &Amp; Surgery

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“…Both student societies and universities have a responsibility to ensure that students are given adequate exposure to their fields of interest. It has been shown that hands-on surgical teaching helps to demonstrate technical skills required during surgery [23,24]. Simple measures such as exposure to one hour of laparoscopic training have been shown to result in increased confidence and acquisition of surgical skills [25].…”

Section: Discussionmentioning

confidence: 99%

Declining interest in general surgical training – Challenging misconceptions and improving access at undergraduate level

Thomas¹,

Murtaza²,

Spiers³

et al. 2019

Annals of Medicine and Surgery

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BackgroundIn recent years, general surgery has faced a decline in applicants for postgraduate training. The St. George's Surgical Society hosted a national surgical conference with an aim to explore the reasons for the decline and to investigate the effectiveness of a one-day intervention on students' perceptions of general surgery and surgical skills.Materials and methodsThe conference took place on 20th January 2018 at St. George's, University of London. During the conference, medical students received lectures on “careers in surgery” and small-group workshops introducing students to simulation-based laparoscopic machines. Delegates were invited to complete before and after questionnaires looking at various domains; (1) Perceptions of general surgery, (2) Simulation skills, and (3) Usefulness of the day.ResultsThere were significant impacts on student perceptions of the speciality such as increases in the views that "general surgery contained the opportunities for personal and professional development" (26%, p = 0.04), and of "general surgery as a rewarding speciality" (26%, p = 0.05). There were also negative changes such as an increase in the perception that “general surgery is female unfriendly” (+32%, p = 0.01). There were positive findings in all aspects relating to the use of laparoscopic simulation.DiscussionThe challenges faced in improving access to general surgery has been highlighted. More importantly the benefits of a one day intervention in addressing misconceptions and improving knowledge was seen. This study also shows the benefits of simulation teaching in the undergraduate curriculum.ConclusionThe intervention has improved the perceptions on general surgery, surgical skills and knowledge and provided a platform for engaging students and clinicians.

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“…6 In many university medical schools, there is a growing demand for essential surgical skills training before students graduate. 2,3 At Gulu University, essential surgical skills training is part of the curriculum and is offered to all final year medical students.…”

Section: Discussionmentioning

confidence: 99%

“…1 After experimenting with short simulator-based training, students in the UK, Germany, and Greece immediately advocated that essential surgical skills training be included in their undergraduate curriculums. 2 In another study, 90% of students who took surgical skills training were pleased with the knowledge and skills gained and recommended that skills training become compulsory in all medical schools. 3 Medical students need skills training, and it is important for universities to redirect efforts and resources to skills training.…”

Section: Introductionmentioning

confidence: 99%

Student self-assessment after Essential Surgical Skills training for final-year medical students at Gulu University, northern Uganda

Okello¹,

Mugabi²,

Hwang³

et al. 2018

East. Cent. Afr. J. Surg.

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Promoting Undergraduate Surgical Education: Current Evidence and Students’ Views on ESMSC International Wet Lab Course

Cited by 22 publications

References 44 publications

Is In-Vivo laparoscopic simulation learning a step forward in the Undergraduate Surgical Education?

Is In-Vivo laparoscopic simulation learning a step forward in the Undergraduate Surgical Education?

Declining interest in general surgical training – Challenging misconceptions and improving access at undergraduate level

Student self-assessment after Essential Surgical Skills training for final-year medical students at Gulu University, northern Uganda

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